補習班在台灣扮演的角色：學生、老師和家長的觀點調查

Tunghai University Institutional Repository > 學生優質學習報告數位典藏(OAPS) > 研究報告 > Item 310901/31939

Please use this identifier to cite or link to this item: http://140.128.103.80:8080/handle/310901/31939

Title:	補習班在台灣扮演的角色：學生、老師和家長的觀點調查 The roles of cram schools in Taiwan: The perspectives of students, teachers, and parents
Authors:	高子涵蔡意涵王柔歡
Contributors:	陳玫樺 Chen, Mei-Hua 外國語文學系
Keywords:	補習英文補習班觀點調查 Cram school English cram school different perspectives
Date:	2022-06-19
Issue Date:	2022-06-21T02:51:50Z (UTC)
Abstract:	從小到大，許多人都有補習的經驗，而補習班的數量也隨著教育制度的轉變而快速成長。在這當中，隨著國際意識抬頭，英文補習班成為學生選擇的一大趨勢，因此我們決定以問卷的形式來探討英文補習班對於台灣學生的影響以及家長和學校老師對補習班的看法和態度。問卷方面，我們將學生分為國中、高中、大學以及畢業的社會人士。學生部分主要探討三大部分: 一、補習英文對於上課學習狀態的影響；二、補習班的規模、師資和學校的比較；三、補習是否對於成績有所幫助。家長部分分為三大部分: 一、對學校及英文補習班的滿意程度；二、對子女補習的看法；三、願意花費在補習的金額；最後，老師的部分主要探討學校老師對於自身學生上英文補習班的看法與影響。在 421 的問卷中顯示，多數學生基於家長要求和提升成績的需求而選擇補習英文；並且，國小是大部分學生開始補習的時期，而對於已經畢業後的社會人士而言，研究發現大部分人認為，有補習英文對其出社會後能有更多工作選擇。除此之外，學生更偏好小班制類型的補習班。而在家長的問卷中顯示，對於補習班英文老師滿意程度是對學校英文老師的兩倍；百分之九十六的家長認為補習英文對於子女提升成績有直接的關聯；百分之四十三的家長願意花費一成的收入讓子女補習英文。最後，九成的學校老師贊同自己的學生去英文補習班提升英文能力；六成的老師認為有補習英文的學生在校成績較佳。 From childhood to adulthood, many people may have had the experience of going to cram school, and the number of cram schools has grown rapidly with the changes in the education system. With the rise of international awareness, English cram schools have become a major trend among students. Consequently, we decided to use questionnaires to investigate the impact of English cram schools on Taiwanese students as well as the views and attitudes of parents and school teachers towards English cram schools. For the questionnaire, we divided the students into junior high school, high school, university, and graduate students. The students' section investigates three main parts: (1) The effect of English cram schools on their learning status in class; (2) the Comparison of teachers' qualifications and size between English cram schools and schools; (3) Whether going to cram school is helpful to the students' grades. The parents' section was divided into three parts: (1) Satisfaction with the school and English cram schools; (2) Views on their children going to English cram school; (3) the amount of money they are willing to spend on English cram schools; and finally, the teachers' section focused on the school teachers' views on their own students' English tutorials and their influence on them. The 421 questionnaires showed that most students choose to take English cram school classes based on parental requirements and the need to improve their grades; and that elementary school is the time when most students begin to go to cram school, while for those who have graduated, the study found that most people believe that going to English cram schools will give them more job options when they enter the workforce. In addition, students preferred the small class type of English cram schools. According to the parent's questionnaire, the satisfaction level of English teachers in cram schools is twice as high as that of English teachers in schools; 96% of parents believe that English tutorials are directly related to their children's academic improvement; 44% of parents are willing to spend 10% of their income on their children's English tuitions. Finally, 90% of school teachers agree that their students should attend English cram schools to improve their English skills; 60% of teachers believe that students who go to English cram schools do better in school.
Appears in Collections:	[學生優質學習報告數位典藏(OAPS)] 研究報告

Files in This Item:

File	Description	Size	Format
The roles of cram schools in Taiwan_The perspectives of students teachers and parents.pdf		564Kb	Adobe PDF	218	View/Open

View Licence

Loading...