The effects of within-class homogeneous ability grouping teaching on English academic achievement of 6th grade students
碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 98 === This semi-experimental study aimed to explore the impact of within-class homogeneous ability grouping teaching on the English academic achievement and the attitude of 147 sixth grade students with different English proficiency. Data were collected with Engl...
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ndltd-TW-098NTPTC6940212015-10-13T18:16:17Z http://ndltd.ncl.edu.tw/handle/78418302478687619425 The effects of within-class homogeneous ability grouping teaching on English academic achievement of 6th grade students 班內同質性分組教學對國小高年級不同英語能力學生學習成就之影響 Mei-Ju Chen 陳美如 碩士 國立臺北教育大學 兒童英語教育學系碩士班 98 This semi-experimental study aimed to explore the impact of within-class homogeneous ability grouping teaching on the English academic achievement and the attitude of 147 sixth grade students with different English proficiency. Data were collected with English learning achievement test, classroom observing diary, and homogeneous ability grouping interview and analyzed with t test and induction. The major findings of the study are that within-class homogeneous ability grouping teaching can improve English academic achievement of middle proficiency group significantly but does not have significant impact on the English academic achievement of low and high proficiency groups. However, all of the three groups of students show very positive attitude toward the mode of within-class homogeneous ability grouping, which released students from anxiety and did not cause the label effect. Middle and high proficiency groups hoped to keep on the experimental instruction with the same group but half of low proficiency group hoped to learn under the teacher’s guidance because of their group-mates’ noise and chatting. Finally, some suggestions based on the findings were offered to English teachers and future studies. Chin-Fen Chen 陳錦芬 2010 學位論文 ; thesis 103 zh-TW |
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zh-TW |
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Others
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碩士 === 國立臺北教育大學 === 兒童英語教育學系碩士班 === 98 === This semi-experimental study aimed to explore the impact of within-class homogeneous ability grouping teaching on the English academic achievement and the attitude of 147 sixth grade students with different English proficiency. Data were collected with English learning achievement test, classroom observing diary, and homogeneous ability grouping interview and analyzed with t test and induction. The major findings of the study are that within-class homogeneous ability grouping teaching can improve English academic achievement of middle proficiency group significantly but does not have significant impact on the English academic achievement of low and high proficiency groups. However, all of the three groups of students show very positive attitude toward the mode of within-class homogeneous ability grouping, which released students from anxiety and did not cause the label effect. Middle and high proficiency groups hoped to keep on the experimental instruction with the same group but half of low proficiency group hoped to learn under the teacher’s guidance because of their group-mates’ noise and chatting.
Finally, some suggestions based on the findings were offered to English teachers and future studies.
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author2 |
Chin-Fen Chen |
author_facet |
Chin-Fen Chen Mei-Ju Chen 陳美如 |
author |
Mei-Ju Chen 陳美如 |
spellingShingle |
Mei-Ju Chen 陳美如 The effects of within-class homogeneous ability grouping teaching on English academic achievement of 6th grade students |
author_sort |
Mei-Ju Chen |
title |
The effects of within-class homogeneous ability grouping teaching on English academic achievement of 6th grade students |
title_short |
The effects of within-class homogeneous ability grouping teaching on English academic achievement of 6th grade students |
title_full |
The effects of within-class homogeneous ability grouping teaching on English academic achievement of 6th grade students |
title_fullStr |
The effects of within-class homogeneous ability grouping teaching on English academic achievement of 6th grade students |
title_full_unstemmed |
The effects of within-class homogeneous ability grouping teaching on English academic achievement of 6th grade students |
title_sort |
effects of within-class homogeneous ability grouping teaching on english academic achievement of 6th grade students |
publishDate |
2010 |
url |
http://ndltd.ncl.edu.tw/handle/78418302478687619425 |
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