A STUDY ON CORRELATIVE FACTORS AND FORMATIVE PROCESS FOR DROPOUT OF ABORIGINAL JUNIOR HIGH SCHOOL STUDENTS IN PINGTUNG COUNTY

• Main Authors: Chang, Kun-Hsiang, 張坤鄉
• Other Authors: Shieh Gau-Chyau, Hwang Jenq-Guu
• Format: Others
• Language: zh-TW
• Published: 1998
• Online Access: http://ndltd.ncl.edu.tw/handle/39726790726386879614

博士 === 國立政治大學 === 教育學系 === 86 === A STUDY ON CORRELATIVE FACTORS AND FORMATIVE PROCESS FOR DROPOUT OF ABORIGINALJUNIOR HIGH SCHOOL STUDENTS IN PINGTUNG COUNTY This study is mainly designedto explore "the correlative factors and formative process" for dropout of theaboriginal junior high school students. It is divided into quantitative andqualitative researches. As far as the quantitative research is concerned, thesurvey method by questionnaire is adopted against the whole 103 aboriginaljunior high school dropouts, the whole 466 junior high school students in plainareas, as well as the whole 2634 aboriginal junior high school students in thesecond semester of the 1995 academic year. The study instruments include" Notification on Primary & Junior High School Dropouts " , compiled by theMinistry of Education, the self-edited " Questionnaire of Educational Degree &Occupation of Aboriginal Junior High School Students''parents"and" Questionnaireof Educational Degree & Occupation of Junior High School Dropouts'' parents".As for the qualitative research , the interview method is used by interviewingwith 39 aboriginal junior high school dropouts among the whole 103 ones. Thestudy tool is to conduct the semi-structural interviews , based on " In-depthInterview Outline"compiled by the researcher himself.The collected informationis mainly verified and hypothesized by applying such statistic methods as chi-square (x2) , one-way ANOVA , T-test ,pearson correlation, and path analysis.The major results of this study are as follows: 1.Number and Proportion ofAboriginal Junior High School Dropouts: (1) The numder and proportion ofaboriginal junior high school dropouts are still high. The proportion of theaboriginal to the plain areas is 3.59.(2)The aboriginal dropouts in the juniorhigh schools of plain areas are more than those in the junior high schools ofmountain arears,but the proportion of the dropouts makes no big difference.(3)The number and proportion of aboriginal junior high school dropouts varydepending on the area school. 2. With regard to the whereabouts of aboriginaljunior high school dropouts,a majority of them go to work,while there are manywho fool around at home or are missing. 3. Correlative Factors of AboriginalJunior High School Dropouts: (1) The family socioecomic status of aboriginaljunior high school dropouts lie in the social stratum.In comparison with thosestudents in plain areas, some are even lower. (2) The socioeconomic statusis variant for the aboriginal junior high school students in different areaschools. (3) To compare every aspect of correlative factors for aboriginal aplain area junior high school dropouts,similarity is more than difference. 4.Analysis on the Formative Process of Aboriginal Junior High School Dropout:(1)Aboriginal junior high school dropouts come from typical families in the lowersocial stratum. (2) The remote causes for the dropout of aboriginal juniorhigh school students rest with the low individual achievements,parents'' laisser-faire at home & low expectation , poor school record & teacher''s lumps ,undesirable relationship with some of teachers,lack of interest in curriculums, affection or temptation by the bad students among the classmates. (3) Thedropout of aboriginal junior high school students most take place at the firstyear stage and its immediate cause is that they don''t want to study. (4) Afterdropout,most of aboriginal junior high school students are engaged in the samelabor work of the blue-collar rank, rather than the technical work, as whattheir father do.The socioeconomic status for the two generations of the fatherand the son do not change. (5) Most of aboriginal junior high school studentsfeel regretful after dropout and face the embarrassing situation of whether toresnme schooling or not.(6)In conclusion,the formative process for the dropoutof aboriginal junior high school students arises from that they they were bornof a typical family in the infrastructure of the social stratum , which has alot of family problems and adverse living environment ; when they enter theschool, they can hardly adapt themselves to the curriculums ; they do not take not any interest in the teaching materials so that their achievements are lowand therefore they often have the lumps from teachers.Their relationship withteachers is not good. If they are affected or tempted by bad students,they areinclined to dropout.Due to being accustomed to the free life out of the school, they cannot be inspired to return to the place where they had been defeated,even if they desire to resume their schooling. According to the results of theresearch , this study proposes concrete suggestions for the society, family, school, fellows and the educational administration authorities for referencein researching and solving the student''s dropout problems.