The Influence of Collaboration Plan - Afterschool Tutoring on Minority Students'' Learning

• Main Authors: Shu-E Ke, 柯素娥
• Other Authors: Tsung-wen Chen
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/29960325017597279829

碩士 === 中臺科技大學 === 文教事業經營研究所 === 100 === The study was to investigate the influence of Collaboration Plan – After school Alternative Program (ASAP) on minority students’ learning. Participants were the students, teachers, and interviewees from central district in Taichung City(Originally Taichung City). Technology-based testing(TBT), document analysis and interviews were employed. The results were demonstrated as follows. Firstly, ASAP made contributions to minority students and provided a friendly learning environment. Next, There were differences in the selection of students, terms, time, material, the attitude and concept of the person in charge, and the recruitment of the teachers among schools. Third, teachers carried concern and patience. However, difference in level, heavy dependence, and limited support from parents were factors leading not to meet the expectations. Fourth, of all the multi-evaluations, TBT provided correct data and deserved to be popularized. Furthermore, students’ improvement was limited and students’ background had no significant effect on their learning; however students made progress in cognition toward learning and lower grades made more advancement. Finally, with teacher’s care and assistance, students were motivated, offered correct learning methods, and anxiety was reduced as well. Meanwhile, through ASAP, students developed positive attitude toward learning. The researcher hence addressed suggestions as reference for educational administration institutions and schools.