A Study on The Effectiveness of The Acceleration Program on English Subject in The Junior High School in Kaohsiung City

• Main Authors: Juei-chi Ho, 何瑞枝
• Other Authors: Yuh-Yih Wu
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/84117187008886001385

碩士 === 國立高雄師範大學 === 特殊教育學系 === 92 === A Study on The Effectiveness of The Acceleration Program on English Subject in The Junior High School in Kaohsiung City Juei-Chi Ho Abstract The study was intended to explore the school experience and school adjustment of the accelerated students on the English subject (ASEs) in junior high school in Kaohsiung City in academic year from 1990 to 2003, and to investigate comments of ASEs’, of ASEs’ parents’ and of ASEs’ teachers’. The subjects were (1) 22 ASEs, (2) 22 ASEs’ parents , and (3) their 27 past and current teachers. The instruments of the study were (1) subject data obtained by “A Study on The Effectiveness of The Acceleration Program on English Subject in the Junior High School in Kaohsiung City ” ASEs’ Questionnaire, “ASEs’ Teachers’ Questionnaire”, and “ Questionnair of ASEs’ parents’ “. (2) subject data analyzed by percentage and “content analysis.” The main findings were as follows : 1. For educational effectiveness, ASEs were presented better. (1) While 59.1﹪of the ASEs passed the General English Proficiency Test（GEPT）after the academic acceleration in the gifted class , including one who has passed the first test of the medium-high level of GEPT, six medium level, five on the first level, and one JET Level A. Among them only five of them attended GEPT for the first time, and the others were on the advanced level test. (2) At present, six of the ASEs who have studied in the senior high school got the full points（60）during The Basic Competence Test for Junior High School Students. 2. The ASEs also had good adjustment during their academic acceleration. From the descriptive statistics analysis of the adjustment to the ASEs among three kinds of the Questionnaires, such as, academic learning adjustment（especially English subject）, life- adjustment, psychological adjustment, and personal relationship for the ASEs were as follows. (1) No matter what the pressure came from themselves, classmates, teachers, or their parents, it was lower for the ASEs to learn English subject. (2) As for the administration of the acceleration program, from most subjects’ opinions, there were no negetive effects on ASEs’ life-adjustment. For the psychological adjustment to the ASEs, there’s a little difference among the subjects, but it was not serious. (3) The results showed that, there’s not any significant difference in ASEs’ personal relationship after they accepted the acceleration program. II 3. Regarding the effectiveness of the acceleration program on English subject in junior high school, almost all subjects had positive attitudes. The percentage of above was ASEs (100﹪), ASEs’ parents(95.5﹪), ASEs’ teachers(100﹪). There’s only 4.5﹪of the ASEs’ parents who didn’t support it. In sum, the result demonstrated that the ASEs had good adjustment during the acceleration program, and the effectiveness of it was also good. In addition, the study also provided the practical value for the gifted education design. Finally, based on the findings, suggestions for related educational administrative, schools, teachers, parents and future research were made.