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- Title
補習有用嗎?國中生家庭社經地位, 英語 補習時間成長軌跡對英語學習成就的影響.
- Authors
張芳全
- Abstract
This study analyzed the influence of the family socioeconomic status of junior high school students in Keelung City in northern Taiwan on the growth of English tutoring time, and the impact of English tutoring time growth on English learning achievement. The growth trajectory of English tutoring time showed a straight downward trend. Seventh grade students had more tutoring time, and as the semester progressed, the tutoring time declined. English tutoring time increases with socioeconomic status. The family socioeconomic status of the seventh graders did not have a significant impact on the five-semester English tutoring time. The English tutoring time of the seventh graders had no significant effect on their ninth grade English learning achievement. As the semester progressed and the tutoring time decreased, the English learning achievements of the ninth graders improved. There was no significant correlation between English tutoring time and fivesemester tutoring time growth for seventh graders. This conclusion contradicts the myth that more English tutoring time leads to better English learning achievement. We conclude with a discussion of the findings and specific suggestions.
- Subjects
TAIWAN; JUNIOR high school students; SOCIOECONOMIC status; NINTH grade (Education); SOCIOECONOMIC factors; LEAD time (Supply chain management)
- Publication
Taiwan Journal of Sociology of Education, 2022, Vol 22, Issue 2, p47
- ISSN
1680-2004
- Publication type
Article
- DOI
10.53106/168020042022122202002