Study on Cognition and Satisfaction of Junior High School Teachers toward Implementation of Remedial Instruction in Kaohsiung

• Main Authors: WANG, HSUN-LING, 王絢翎
• Other Authors: LIN, HSUAN-LIANG
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/4f39f4

碩士 === 國立高雄師範大學 === 工業科技教育學系 === 106 === This study was aimed to investigate the current status of cognition and satisfaction of junior high school teachers toward Implementation of Remedial Instruction (IRI) in Kaohsiung. The relationship between cognition and satisfaction was discussed within different genders and different teaching subjects. The public junior high school teachers in Kaohsiung who had participated in Remedial Instruction Project were selected as research object. A designed questionnaire survey with Likert scale was used in the study. There were total of 165 questionnaires had handed out, 146 valid questionnaires, and the effective returns-ratio of questionnaire was 88.4%. Moreover, Descriptive Statistics, T-Test, One-Way ANOVA, Pearson Product-Moment, and other related statistic analysis methods were employed to analyze data. The cognition of IRI was separated into ease of use and usefulness two aspects. Those remedial instruction teachers with teaching subjects Chinese, English, and Mathematics were included. After data analysis, the average score of ease of use on IRI was 3.67, which was higher than the usefulness 3.18. The average score 3.49 of satisfaction on IRI was obtained. For different genders of teachers, higher cognition of IRI was found in male. From the point of view of teaching subject differences, statistic analysis results showed better cognition and satisfaction on IRI for mathematic teachers. Generally speaking, there was a medium positive correlation between ease of use and satisfaction on IRI. The correlation between usefulness and satisfaction on IRI was not obvious.