Explore Junior High School Students' Extra-Learning Motivation of Physics and Chemistry

• Main Authors: Chi-Jui Huang, 黃啟瑞
• Other Authors: 陳世澤博士
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/81161617871060417798

碩士 === 國立高雄師範大學 === 物理學系 === 101 === This research aims to explore junior high school students' “extra-learning” motivation of physics and chemistry. Thus, this study will answer three research questions (RQ) as follows: (1) What is the current state of junior high school students' extra-learning of physics and chemistry? (2) What is the extra-learning motivation for junior high school students? and (3) What is the difference, due to junior high school students' background variables, in their extra-learning motivations of physics and chemistry? A semi-structured questionnaire of junior high school students' extra-learning motivation of physics and chemistry will be administered. By adopting convenience sampling method, respondents who are currently attending extra-learning class of physics and chemistry in Taipei and in Kaohsiung will be chosen. This questionnaire will interview 36 persons, pre-test 266 persons, and conduct the survey of 558 people. Also, this study will interview 2 parents and 3 experienced teachers for extra-learning support of physics and chemistry. Then, results of the interviews are as the criteria for items response survey and outcomes of the pre-tests will uplift the reliability and validity of this questionnaire. The index of Kaiser-Meyer-Olkin measure of sampling adequacy (KMO) was 0.930 and the level of significance of Bartlett’s test of sphericity was 0.000. The findings showed that five factors that affected the junior high school students' extra-learning motivation of physics and chemistry. In the following, they are presented respectively: (1) the teacher's trait (M=4.1250; S=0.6449), (2) the features of teaching materials (M=3.93; S=0.70), (3) the teacher's profession (M=3.923; S=0.633), (4) the teacher's characteristic of assessment (M=3.8813; S=0.6958), and (5) the students' requirements (M=3.837; S=0.706). A portion of the junior high school students' background variables reached the significant level (α=0.05) of the standard deviation for extra-learning motivations of physics and chemistry. This study proposes and introduces the five factors so that teachers can modify their teaching strategy of extra-learning support to fulfill students' requirements, and hopes to elevate students' effectiveness for the extra-learning of physics and chemistry.