The Relationships among Reading Motivation, Reading Behavior, and Academic Achievement of the Fifth and Sixth Graders

• Main Authors: LIN,SHU-FEN, 林淑芬
• Other Authors: Yuanher Robin Hwang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/32102392340251549175

碩士 === 明道大學 === 課程與教學研究所 === 101 === The purpose of this study is to understand the relationships among reading motivation, reading behaviors and academic achievements of the fifth and sixth grade students in Changhua County, in terms of different gender, parental socioeconomic status, and school sizes. In this study, a survey method is adopted. There were 423 valid subjects, selected from fifth and sixth grade students in Changhua County. Data were analyzed by using t-test, ANOVA analysis, chi-square test, pearson’s and point-biserial correlation statistical methods. The major conclusions in this research are summarized as follows: 1. The fifth and sixth grade students in Changhua County show strong Reading Motivation,especially on its external learning demond factor. 2. The girls and students with higher socioeconomic status are better off, on Reading Motivation. 3. The sores of Reading Behavior is on the level of being acceptable. In the summer vocation, if students,average time for reading is longer and the quantity for reading is also more then usual. 4. The girls, students with higher socioeconomic status, and large schools are better off, on the scores of Reading Behavior. 5. Among Reading Motivation, Reading Behavior and Academic Achievement, students, individually, were significantly correlated. As Reading Motivation scores get higher, the better performance of Reading Behavior and Academic Achievement scores would get. Finally, according to the above findings, the study proposes practical suggestions for school teachers, parents, the educational authorities, and future researchers. Among all advices, to create a reading zone in a school and to set up on-line reading clubs for students are particularly emphaszed.