英文摘要 |
This study used 1,587 data from the survey database of junior high school students in Keelung City to explore the differences in eight learning achievements between children from disadvantaged families and non-disadvantaged families. The evaluation of academic achievement among different schools was different. Through the conversion of standard scores and multivariate analysis of variance, the conclusions were as follows: the learning of Chinese, English, mathematics, social, natural and comprehensive fields of children from low-income families. The achievement was significantly lower than that of children from non-low-income families; the academic achievement of children with intergenerational education in English, mathematics, nature and physical fitness was significantly lower than that of children without intergenerational education; The academic achievement of social, arts, nature, fitness, and comprehensive activities was significantly lower than that of no participants. In particular, English and Mathematics learning achievement gap of the two group was the largest. Schools should face up to the low learning performance of disadvantaged children and propose specific learning support strategies to improve the learning performance of children from disadvantaged families. Discussed the conclusions in depth and made specific recommendations. |