A Research on the Satisfaction for After-School Learning Support of the Newly-Immigrated Children at the Elementary Schools in Pingtung County

• Main Authors: Shih-ping Huang, 黃詩萍
• Other Authors: Kuan-pei Lin
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/58254847890168860332

碩士 === 國立屏東教育大學 === 教育行政研究所 === 97 === With the yearly increase of newly-immigrated women and their children in Taiwan, their children somehow have reached the stage of receiving compulsory education but they tend to have low achievement at school. Their families cannot offer proper help for the children on school lesson; therefore, the role that school plays is relatively vital. Studies concerning the learning support after school for the children are gradually drawing the attention. There are three purposes for this research: first, the learning satisfaction of the children attending the learning support after school; second, the teaching satisfaction of the teachers attending the learning support after school; third, as the reference for the learning support after school in the aftermath. This study uses questionnaire inquiry to collect data. The sample schools are those who have the newly-immigrated children attending the learning support after school from first to sixth grade. Among the total 487 questionnaires sending to the students, 380 are returned, with a return rate of 76%. Meanwhile, among the total 236 questionnaires sending to the teachers, 210 are returned with a return rate of 87%.The findings of this study are as follows: 1.For the learning satisfaction of students: （1）The students'' background such as gender, class, sifted and mothers with difference citizenships have no significant difference in students’ learning satisfaction. However, the differences of the grades and attending time have significant differences in the satisfaction of the students toward the learning support after school. （2）As a whole, students were satisfied with and reassured of the effect and practice of learning support after school. 2.For the teaching satisfaction of teachers: （1）The teachers'' background such as teachers’ function, guidance experience of newly-immigrated children, and scale of teachers’ school have no significant difference in teachers’ teaching satisfaction. However, the differences of teachers’ seniority have significant differences in the satisfaction of the teachers toward the learning support after school. （2）As a whole, teachers were satisfied with and reassured of the effect and practice of learning support after school. （3）To build up complete learning support after school program for newly-immigrated children.