| Summary: | 碩士 === 國立臺東大學 === 教育學系(所) === 98 === The study is based on teaching experiment, which provided the remedial instruction to the low achieving students from the different ethnic groups but having the similar socio-economic status. Researchers wants to discover if there is any difference between the aboriginal and Han low achieving students. The study adopted the nonequivalent pretest-posttest experimental designs. The participants of this study were first to fifth grade students in the elementary schools. 189 students as the experimental group received “the schools that beat the odds project”. One remedial teaching teacher taught 6 students. Remedial teaching last a semester treatment. 132 students as control group only received the common school teaching.
The research findings showed both aboriginal students and Han students form first to fifth grade made remarkable progress on Chu-Yin dictation, character recognition, character dictation, and reading comprehension. The remedial teaching to the experimental group is helpful to advance Chu-Yin, character recognition, dictation, and reading ability. Under control pretest, there is no obvious difference of ethnic origin (aboriginal vs. Han) to the low achieving students. Compared with the control group, Chu-Yin dictation of first grade and character dictation of second grade made big difference. It showed the experimental group is more effective than the control group in the lower-grade dictation. As far as the growth of verbal ability, the lower the grade is, the more effective the remedial teaching is. On the month exam, almost the aboriginal and Han students are fall behind the class average. On the pass rate, Han students is higher than the aboriginal students. The percentage of every grade catching up with the peer level will differ from the verbal elements. Both the aboriginal and Han students have the higher opportunity to catch up with the peer level in Chu-Yin ability smoothly.
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