A Study of Attending Cram Schools among Elementary School Students

• Main Authors: HSIEH YA CHIN, 謝雅琴
• Other Authors: WONG SHU YENG
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/45210866508173935432

碩士 === 大葉大學 === 教育專業發展研究所 === 98 === The purposes of this study was to investigate the occurrence of attending cram schools for elementary school students and to examine relationships among perception of cram, academic self-efficacy, self-regulated learning, perceived academic achievement, and attending cram schools. It also explored whether attending cram schools brings any difference among perception of cram, academic self-efficacy, self-regulated learning and perceived academic achievement. A sample of 550 5th and 6th graders from the public elementary schools in Taiwan was selected. Questionnaires used in this study included Perception of Cram Scale, Academic Self-Efficacy Scale, Self-Regulated Learning Scale, Perceived Academic Achievement Scale and Reasons Scale. The data obtained were analyzed by descriptive statistics, Pearson’s correlation, t-test and Enter Multiple Regression. The results of this study were as follows: (1)The percentage of students who attend cram schools is 82%. (2)The main reason why students attend cram schools is the perception of usefulness of cram courses, secondly is family factor. The lowest impact is from others. (3)Students feel that it’s more useful to study on their own or their family can help with their homework, so they don’t need to attend cram schools. (4)There are significant differences in perception of cram, cognitive regulation, behavioral regulation and perceived academic achievement between students with and without attending cram schools. (5)There are significant correlation among positive perception of cram, academic self-efficacy, self-regulated learning and perceived academic achievement. (6)Students with and without attending cram schools, academic self-efficacy and cognitive regulation could effectively predict perceived academic achievement.