A Study on the Key Factors of Implementing the After School Alternative Program for Elementary Schools

• Main Authors: Ya-wen Huang, 黃雅汶
• Other Authors: MING-HUANG KUO
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/76346997957179330002

碩士 === 世新大學 === 資訊傳播學研究所(含碩專班) === 101 === "The After School Alternative Program" has been launched by the Ministry of Education since 2006. The purpose of the program is to have retired teachers, economically disadvantaged college students, reserved teachers and school teachers give remedial classes to economically disadvantaged elementary school students. By the remedial classes, the economically disadvantaged students can develop their basic learning abilities during the stage of obligatory education. The analytic hierarchy process is applied in this study. The key factors include administrative measures, teaching, learning achievement, and features of implementation.The results show that the order of the importance for the key factors is indicated as follows, learning achievement, teaching and administrative measures, and features of implementation. For assessment criteria, the top three criteria are post-learning assessment, timely feedback and teaching strategies; the last three criteria are periodical meetings, complying to the rules and basic qualifications for teachers. For administrative personnel, the order of the importance for the key factors is described as follows, administrative measures, learning achievement, teaching, and features of implementation. For assessment criteria, the top three criteria are administrative arrangement, good equipment and environment and promotion of ideas of the program. For teachers, the order of the importance for the factors is described as follows, learning achievement, teaching, features of the implementation, and administrative measures. For assessment criteria, the top three criteria are post-learning assessment, timely feedback, and teaching strategies.