Effects of English Ability Grouping Instruction on Academic Achievements and Learning Attitude for Junior High Students:The Case Of Youchang Junior High School

• Main Authors: Chih-ying Hsieh, 謝芷瑩
• Other Authors: Po-chih Lee
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/42038927307794758877

碩士 === 國立高雄大學 === 高階法律暨管理碩士在職專班(EMLBA) === 100 === The research was to explore the effects of English ability grouping instruction on academic achievements and learning attitude for junior high students. The main purpose is to investigate whether or not ability grouping prompts the subjects’ motivation and upgrade the subjects’ attitude toward English learning, and to find out whether or not ability grouping is helpful for the subjects in the growth in English achievements. The research focused on the 85 students in ninth-grade of Yochang Junior High in Kaohsiung. They were administered a pretest and a posttest of English Academic achievement to understand the English achievements after ability grouping. The questionnaires were designed to understand the subject’s motivation and attitudes toward English learning after ability grouping. The responses in the questionnaires were analyzed by using the SPSS system, Pair-Samples T-test, One-way Analysis of Variance, Cronbach α. The findings of the study are summarized as follows: 1.Students with positive attitude toward English learning had better English achievements before and after ability grouping. Therefore, the practice of the English ability grouping prompted the high achievers to learn more and the low achievers to learn less. 2.The students with high English achievements had stronger preferences for English learning before and after ability grouping. However, the students with low English achievements didn’t increace their preferences for English learning after ability grouping. 3.After English ability grouping, the high achievers emphasize the cooperation learning. On the other hand, the low achievers had less pressure to learn and more chances to develop social relationship. Based on the findings, some suggestions were provided as follows: 1.Teachers should respect individual differences between students and provide an efficient and friendly learning environment. To assist those who have serious problems of adjustments to understand learning by ability grouping is the way to learn effectively and productively. The more concern and aid teachers give, the better students’ English learning effects can be. 2.With students’ English performance during the semester, administrators in school should adjust students’ groups regularly to inspire students to learn harder to maintain the same group or to adjust to the group of high achievements. For the students with low achievements, schools should set up the supplement system of English learning to reduce the frustrations of English learning and promote the learning efficiency. 3.It’s necessary for teachers to access students’ performance using multidimensional assessments and to provide students suitable learning material.