A Study of Relationship among Social-Economic Status, Teacher-Student Interaction and Chinese Learning Achievement for Elementary School Fifth-Graders in Keelung.

• Main Authors: Chung-Tsai Wu, 吳忠蔡
• Other Authors: Terng-Ji Sheu
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/75948844609304429181

碩士 === 國立臺灣海洋大學 === 教育研究所 === 98 === The purpose of this research is to investigate the correlation among the social-economic status, teacher-student interaction, and Chinese learning achievement. In order to reach above-mentioned purposes, this research regards questionnaire investigation as the main research approach. The subjects included 626 students from 24 schools in Keelung. Among the results 98.05% were completed and 95.87% were valid. The result was analyzed by statistical methods such as mean, standard deviation-test, analysis of single factor variance, path analysis. The study came to main conclusions as follows: 1. Most students have middle social-economic status in Keelung . 2. The teacher-student interaction is good in Keelung . 3. Most the Chinese learning achievements of fifth-graders present negative skewness distribution, but still 1/3 of the Chinese learning achievements of fifth-graders are lower than the average. 4. The teacher-student interaction of fifth-graders is affected by gender: girls are better than boys. 5. The teacher-student interaction is not affected by the social-economic status. 6. The teacher-student interaction is affected by class scale: the number of class among 21~30 is better than others. 7. The Chinese learning achievements of fifth-graders are affected by gender: girls are better than boys. 8. The Chinese learning achievements of students are affected by their family social-economic status. 9. The Chinese learning achievements of students are not affected by class scale. 10. The Chinese learning achievements of students are not affected by the teacher-student interaction and the different social-economic status. According to the findings, the suggestions made in the study serve as reference for elementary schools teachers, elementary schools, and teacher education institutes as well as for future research.