Dissertations / Theses on the topic 'Senior high school students'
To see the other types of publications on this topic, follow the link: Senior high school students.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Senior high school students.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
McQuillan, Paul, and res cand@acu edu au. "The limit experience of senior high school students: A study across four catholic high schools." Australian Catholic University. Shool of Theology, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp9.25072005.
Full textAbstract:
The purpose of the research reported in this thesis is to investigate the occurrence and recognition of limit experience among some Catholic High School students in their final year at selected secondary colleges in Brisbane. Limit experience was defined as an experience that reveals a reality of life beyond the self, beyond the here and now. It may be recognition of our own fragility and vulnerability as much as a joyous awareness of a reality beyond our normal encounter with life. The research work of the Alistair Hardy Research Centre and of Hay (1987) in particular has centred on the question, asked in various ways: Have you ever been aware of, or influenced by, a presence or power, whether you call it God or not, which is different from your everyday life? The survey instrument for this research was designed to divorce questions on such experiences from the direct reference to the term religious, although individuals might indeed interpret them as religious. To approach the issue, an extensive open-ended survey was administered to senior high school students. It was designed first to determine the extent of recognition of such experiences among the students and second to examine whether factors such as home background, regular religious practice, type of school, subject choice or co-curricula activities may make a difference in enhancing the awareness of such experience. This research has also been designed to enable comparison with similar studies. Major research in Australia by Flynn (1975, 1985, 1993) highlighted the factors above as influencing student achievement. Flynn also made connections to religious practice and attitudes to church but not to religious experience as such. Robinson and Jackson (1987) had undertaken extensive research on religious experience in Great Britain that also has important parallels to this research. Some of the techniques of both studies and in some cases actual questions have formed part of this research instrument. This research has gone further than both studies by incorporating the Hay (1987) categorisation of types of religious experience to form the basis for direct questions on student experience. The data gathering, treatment and analysis focused on four catholic secondary schools in the Brisbane Archdiocese. While the research focus was by definition limited, and while the results have of necessity to be treated with some caution before wider generalisation, the outcomes of the research do illuminate some of the important issues identified in the literature. The results of the survey showed that over 90% of the respondents could affirm some association with a limit experience along the lines of the Hay (1987) framework. With significant strengthening of criteria to allow for meaningful statistical analysis, this reduced to 76% of respondents. Results for this smaller group were shown to be essentially independent of home background, type of school attended, co-curricula programs and level of religious practice. With the significant exception of religious education, their recognition of limit experience was also independent of subject choice. This last is in contrast to the earlier work of Robinson and Jackson (1987). Exploratory analyses of the data enabled comparisons to be made with a suggested framework for spiritual sensitivity and the context of relational consciousness, both of which were first proposed by Hay and Nye (1998). This suggests some possible directions for further research into adolescent spirituality. The exploratory analyses also highlight some of the conflict between the reality of these experiences for students and their experience of dissonance with institutional religion.
2
Brandenburg, Emily Sullivan. "Senior project - getting back to the 3 Rs : rigor, relevance and relationships /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/brandenburge/emilybrandenburg.pdf.
Full text
3
Jung, Jae Yup UNSW. "Culture, motivation, and vocational decision-making of senior high school students." Awarded By:UNSW, 2009. http://handle.unsw.edu.au/1959.4/41504.
Full textAbstract:
The purpose of this investigation was to examine the cultural and motivational perspectives associated with the occupational or vocational decision-related processes of senior high school students. Two theoretical frameworks were developed to guide the investigation by integrating theories from the culture, motivation, decision-making, and vocational decision-making literatures. One theoretical framework investigated the roles of culture and motivation in the vocational decisions made by senior high school students, while the other examined the vocational decision-related processes of senior high school students in terms of the extent to which they may be amotivated about choosing a future occupation. A mixed methods approach (incorporating a cross-sectional and correlational research design for the quantitative component) was implemented using a specially developed questionnaire. In the first phase of the investigation, the questionnaire was administered to 492 Year 11 students attending a stratified random sample of six Independent high schools located in the Sydney metropolitan area. In the second and main phase, a refined version of the questionnaire was administered to 566 Year 11 students attending a stratified random sample of 16 government high schools located in the Sydney metropolitan area. Structural equation modelling, discriminant analyses, and qualitative techniques were used to analyse the data collected in the two phases. The major findings of the investigation included the development and confirmation (after modifications) of two new theoretically-justifiable models of vocational decision-related processes. One model provided empirical support for relationships between cultural orientation, values, and attitudes/intentions toward occupations, while the other identified relationships between amotivation, indecision toward occupations, expectancy-value variables, and influences from the family. Multiple themes that were identified in the qualitative data analyses supplemented and partially supported elements of the two empirical models, and enabled a richer understanding of the issues surrounding the vocational decision. The findings of the investigation may be used by career advisors, psychologists, educators, and families to advise and assist senior high school students faced with the vocational decision. The investigation may contribute to reducing the gap in the literature on the roles of culture and motivation in the vocational decision-related processes of senior high school students.
4
TSAI, WEN-HUA, and 蔡文華. "Victimization of Senior High School and Vocational High School Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/44137750943331400783.
Full textAbstract:
碩士國立臺北大學
犯罪學研究所
96
By using an administered questionnaire, the study comprised a purposive sample of 552 senior high school and vocational high school students from grades 2 and 3 in Hsin-Chu County. The study had two aims：（1）to understand campus violence victimization of senior high school and vocational high school students; and （2）to analyze important factors to predict campus victimization. The study found that (1) being physically pushed around and making indecent gestures are the most popular forms of campus violence among students; (2) campus violence is most likely to happen in classrooms when schoolmates are present at the scene; (3) most campus violence victims don’t seek help. Victims would tell friends if help is needed; (4) male, tall and strong, vocational school students, mothers working in professional jobs, poor teacher-student students relationships, poor academic achievement and wearing designer’ products to school are the most significant predictors of victimization on campus. Three suggestions are made to prevent the victimization of high school students. First, schools might consider ruling out the family-related factors since they are least important to victimization on campus violence. Second, teachers should provide more assistance to potential victims via encouraging better interpersonal relationships, especially with teachers and classmates. Finally, vocational high schools need to make more efforts to construct a safer learning environment for their students.
5
Chu-Ho, Ting, and 丁鉅河. "Vocational values of senior high school students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/53854169685465540354.
Full textAbstract:
碩士國立高雄師範大學
工業科技教育學系
95
The purpose of the research is to apprehend the value of senior high school students while they face vocational options. First, through the investigation and analysis of texts the meaning and content respectively of vocation and value were explored. Secondly, the data of senior high school students could be collected by means of questionnaire investigation. Finally, the hypotheses were tested through statistical analyses. The study takes municipal and provincial senior high schools in Kaohsiung City as the population, employing the random sampling scheme which involves the total amount of 1050 students as questionnaires and 870 valid samples. The instrument is vocational value questionnaire of senior high school students. The questionnaire is categorized as 7 values of vocational reward, interpersonal interaction, working life, vocational dignity, self- actualization, social values, and vocational burdens. The study obtains the following results. 1. The vocational value of senior high school students mainly focuses on rewards. 2. Senior high school students pay high regard on factors of vocational value which girls possess more positively than boys do. 3. There is no apparent relation between the education of parents and the vocational value of high school students. 4. There is no apparent relation between academic accomplishments and vocational value of students. 5. There is no apparent relation between ages and vocational value of students.
6
Huang, Hsin-Yi, and 黃心怡. "Referendum and Political Attitude of Senior High School Students and Vocational School Students: A Case Study of National Chimei Senior High School." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/kn3srg.
Full textAbstract:
碩士國立臺灣師範大學
政治學研究所
106
The purpose of this study was to explore the current situation of high school and vocational school students' referendum knowledge and political attitudes, and discuss the variations based on different personal background variables (gender, grade, curriculum, class cadre experience, media contact frequency, family socioeconomic status and family gross annual income.) The participants in this study were high school and vocational high school students in the academic year 105 from National Chi-Mei High School. A total of 721 questionnaires were distributed to the students by the teachers and 636 valid surveys were collected. The questionnaires were analyzed using statistical methods such as descriptive statistics, t-test and variance analysis. The main findings of this study can be summarized as follows: (i) The referendum knowledge and political attitudes of current high school and vocational school students were above the average. (ii) With regard to high school and vocational school students’ referendum knowledge, "citizen participation" was the highest, "referendum process" was the second highest, and the lowest was the "referendum act." (iii) Regarding the political attitudes, the "feelings of political efficacy" score among the high school and vocational school students was the highest, the second highest was the "sense of citizen duty" and the "political trust" was the lowest. (iv) In terms of the referendum knowledge and political attitudes discussed in the study, the first grade students performed the best. (v) For high school and vocational high school students with different personal backgrounds, there were some significant differences concerning the referendum knowledge and political attitudes. -a) There were no significant differences in gender, grade, class cadre experience, media contact frequency, family social status and family gross annual income. -b) High school students scored distinctively higher than vocational school students in the part of the referendum knowledge and political attitudes. (vi) For high school and vocational high school students, no significant correlation was found between referendum knowledge and political attitudes. (vii) After summarizing the research results and giving practical recommendations, the author hopes to continually explore referendum knowledge and legal knowledge in more depth, in order to help current high school and vocational school students take the responsibility to strengthen and deepen Taiwan’s democracy after taking the civil and social education courses. In addition, this study hopes to provide a reference for the government, the educational authorities concerned, high schools and universities in developing the curriculum of political education courses or doing relevant research in the future. Key words: High school students; Vocational school students; Referendum knowledge; political attitude
7
Killmeyer, Wayde. "High school graduates report on reform efforts in their high school senior year." 2009. http://digital.library.duq.edu/u?/etd,111558.
Full text
8
Kuo, Shun-Li, and 郭順利. "Misconceptions of Electrochemistry in Senior High School Students." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/12950536501268124088.
Full textAbstract:
碩士國立臺灣師範大學
化學學系
86
In many research findings, electrochemistry concepts are one of the diffcult concepts for students. For understanding senior high school students'''''''' misconceptions and reasonings of electrochemistry, a paper and pencil test was conducted in this research. The instrument was designed after three interviews and two pretests. The subjects were students from grade 10 to 11. They were from four senior high schools. There were 575 valid subjects for this research. The followings were the results of the main misconceptions of electrochemistry of students: 1. The electric current was only the movement of electrons, not the moving of the ions. 2. The resistor only wasted electric current, but not electric energy. 3. The function of a salt bridge was as a conjunction between two electrolysis cells, not as a source of supplying ions. 4. Identification of an anode or a cathode was by their chemical activities. 5. To determine an anode or a cathode was by the difference between electrolytic cells and electrochemical cells. 6. To identify the difference between electrolytic cells and electrochemical cells was by quantities of electrolysis cells. 7. In electrolysis of water, gas was produced in aqueous solution, not in electrodes. The findings indicated that students'''''''' misconceptions came from the following reasonings: 1. Results of misguiding in the textbooks: In textbooks, it described that the function of a salt bridge was as "a conjunction between two electrolysis cells". In this points of views, students thought that the ions in two electrolysis cells could move through a salt bridge. 2. Misconceptions extended from other concepts: Students misused the concepts of positive and negative electrode to determine anode and cathode. For example, "negative electrode is cathode", therefore the cathode was more active than anode. 3. Misunderstandings of basic concepts in microscopic changes: Students knew that the salt bridge composed of electrolytes, but it was difficult for them to know the movement of ions. 4. Deficiency in the combination abilities for relevant concepts about electrochemical cells: Most students could not identify the difference between electrolytic cell and electrochemical cell by basic electrolysis concepts.
9
Hsuen, Shu-Ching, and 謝淑靜. "The Students’ Subculture In The Senior High School." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/64431134982501711999.
Full textAbstract:
碩士國立彰化師範大學
教育研究所
87
Abstract The purpose of this study was: (a) to investigate the present situation of the senior high school students’ subculture, (b) to further examine the differences among personal background (gender), family background (the socioeconomic status of family), and school background (grade and region) in their subculture, (c) to explore the correlation between every aspect of the subculture of the senior school students, (d) to compare the study of the students’ subculture in the senior high school with others before, and (e) to provide suggestion for educational authorities and future studies. “ The Questionnaire of the Senior High School Students’ School Living ” was used as the instrument for collecting data. The contents of this questionnaire consisted of four aspects as follows: personal data, the value, the attitude, and the life style. The subjects were 1542 senior high school students. The data of the study were statistically analyzed by frequency distribution, t test, One Way ANOVA, Scheffe’ posteriori comparison, and Canonical Correlation. The results were as followings: (1) Senior high school students’ subculture was positive, it could help to achieve educational goal successfully. (2) Senior high school students’ subculture reflected the characters of traditional culture, and the social change. (3) Senior high school students’ subculture wasn’t an anti- intellectualism culture. (4) Senior high school students’ subculture didn’t counter with dominant culture. (5) Senior high school students participate in extracurricular activities positively in school time. (6) Senior high school students’ subculture didn’t present the trend of the frolic culture. (7) Senior high school students emphasized on peer friendship strongly. (8) Senior high school students used fashionable language with peers very much. (9) There were significant differences among the variables of gender, grade, region, and socioeconomic status in the senior high school students’ culture. (10) The variables of value, attitude, and life styles had significant inter-correlation. According to the results of this study, suggestions for the educational authorities and future studies were provided.
10
Lin, I.-Chin, and 林宜靜. "All-Out Defense Education of High Schools : A Case Study on National Keelung Senior High School and Keelung Girl’s Senior High School Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/24055336558752937239.
Full textAbstract:
碩士淡江大學
國際事務與戰略研究所碩士在職專班
97
In 21st century, all-out defense have become a significant part of our national security and defense policy. In the past, while discussing the topic “all-out defense”, we were usually restricted to talk only within safety-related issues or mobilization plan, and never touched such disregarded issues as how to help Taiwan’s people establish the concept and knowledge of all-out defense and encourage them to actively partake in discussing national defense affairs related issues. The thesis focuses on high school students’ opinions on All-Out Defense Education, and takes Keelung Senior High School and Keelung Girl’s Senior High School Students for case study, to figure out how students receive the education and how they feel about the all-out defense education courses, strategies, goals, agencies. In this thesis, research methods include historical literatures analysis and questionnaire survey. The research conclusion will combine the outcome of analyses of historical literatures and questionnaire survey, and try to give advanced advisements for further researches and all-out defense education policy. According to historical literatures, we will find that the past’s discussion on all-out defense always put emphasis on safety-related issues but just disregarded experience research and students’ viewpoint. However, to succeed in carrying out all-out defense education, it requires having comprehensive consideration and more perspectives from educational elements. Carrying out all-out defense education depends on everyone’s understanding and the cooperation of the policy and students concerned will be successfully achieved only by the complete education of all-out defense. In order to strengthen people’s concept of all-out defense, The top and urgent priority of strengthening all-out defense education is to put the concept of “All-out defense” into people’s mind and make it realized in their daily life.
11
Wang, Kai-Liang, and 王凱亮. "The Study of Senior High School Students’ Misconception of " Wilderness Survival " A Case Study of Senior High School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/n7qex8.
Full textAbstract:
碩士國立臺南大學
環境與生態學院環境教育碩士在職學位學程
106
In recent years, field leisure activities such as hiking, camping, hiking and outings have risen. Some students learn more or less through personal experience or through the media of newspapers and magazines. Therefore, at this stage, elective themes of “wilderness survival” for high school all-out defense education curriculum are to arouse students’ more interests, and this study is a parallel study of quality, whose data is collected through the development of conceptual maps, pencil and paper test, and individual interviews, and then used for further analysis. The purpose of the study is to explore the concept of “survival in the wild” of first-year high school students and to sort out the various myths that high school students may encounter when they learn the subject, and finally provide suggestions on instructional materials for the military instructors or teachers. The results of the study lead to many findings. First, most of the subjects are susceptible to the lack of knowledge background regarding the subject and restricted by their perceiving senses, and some concepts of survival in the wild are confusing and indistinguishable. Second, influenced by Chinese traditional concepts, well-known folklores and the media, the subjects are not aware of the need to clarify their own concepts. Third, although the government has strongly advocated the concept of animal conservation in recent years, students have not have clear and complete concepts with regard to animal conservation and the endangered species. Fourth, since ancient times, mankind has been closely related to energy, and the various environmental protection policies promoted by the government are closely related to everyone. With the rise of environmental awareness, renewable energy has been regarded as the significant part of energy technology. The percentage of the subjects who have correct perception of the process and cost and subsequent considerations is low. Fifth, human ancestors once lived in the wilderness for a long time. How they could live in the wild depends on not only their basic identifying abilities but also rescue capabilities for potential disasters; however, they might also have done some damage to natural environment in order to survive, destroying or hunting animals and cutting plants. Nevertheless, they knew how to use proper conservation methods which have been passed down from generation to generation. This is what modern people should learn from when they view survive in the wild as an exciting recreation. Based on the research conclusions, this study proposes practical two kinds of suggestions for future research: Suggestions for the course materials and instructors (teachers): Teaching materials should start from daily experience but should be supplemented by structured curriculum arrangements. Increase the use of multi-media teaching materials and topics in teaching to explore multi-pitch teaching methods and encourage students to learn actively. Suggestions for future research: In the future, when engaging in relevant wilderness survival studies, the instructors may relate the teaching themes to actual working experiences so that the study of survival in the wilderness can be more complete. Because of the limitation of manpower and time, the study is relatively monotonous and the number of people is relatively small. Therefore, the results of the study cannot be expanded to explain the majority of students. If the sample of future research can be expanded in a longitudinal way, it will facilitate the integration of concepts. In addition, for the theme of the study, teaching strategies that can be adjusted toward the development concept, which will help students learn the concepts of wilderness survival.
12
Liu, Yun Lung, and 劉育榮. "The Deviant Behavior and Its Response Strategy of Senior High School Students - A Case of Senior High School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/7ev8k5.
Full text
13
Chou, Hsi-Chun, and 周喜春. "Analysis of Senior High Students Transportation Mode Choice-Taking Dajia Senior High School for Example." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/23767894010950411702.
Full textAbstract:
碩士中華大學
運輸科技與物流管理學系碩士班
101
School hours for students always overlap with the traffic rush hours; therefore, the amount of traffic is larger, traffic accidents tend to occur easily and cause higher risk. The issue of traveling behavior for the public is widely discussed, but the large population of studens accounting for the total population is often overlooked. Among the popution of students, elementay school students and junior high studens mostly live in the neighborhood near school. The transportation mode choice for them would be much simpler. However, since senior high students come from wide and different areas, the transportation mode choice would be even more diversed and complicated. As a consequence, the purpose of this thesis is to research on the influencing factors of transportation mode choice for high school students during school hours and thus conclude a transportation mode choice for high school students. By means of the cross analysis, the thesis tempted to research on the relationship between transportation choices and the three major influencing variables: “personal background”variables, “personal independence”variables, and “family background”variables. According to the the obvious influencing factors found out, the multiple logistic regression is used to set up the transportation mode choice for senior high students. The results of the research indicates that the obviously influencing “personal background”variables are “residence”, “academic performance”, “with whom they live”for senior high students to go and from school. The“family background”variables apparently influencing the transportation choices to school include “distance from home to school”, “number of family cars”and “number of family motorcycles”. The obviously influencing “family background”variables after school are “distance from home to school”, and“number of family cars”. Based on the the conbinationand and classification of the influencing variables, try to calculate the probability of the transportation modes choice for each category, and then apply this model to estimate the demand of each transportaion category to and from school. Though the study takes Dajia senior high school as an example, this model is general so that it can serve as an inference tool for schools to expect the possibility of sudents’ transportation choices, and thus the school authorities can take relevant measures and planning. More importantly, this model can also be applied to other high schools.
14
Chung, Ying-tzu, and 鍾英慈. "Language Learning Strategy Choices of Senior High School Students." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/41289811366490262192.
Full textAbstract:
碩士國立彰化師範大學
英語學系
90
Abstract Originating from the social-psychological model of MacIntyre (1994), the current study, with 178 senior high school Taiwanese students, aimed to locate the predictors of language learning strategy choices and examine the difficulties and anxieties encountered by the students when choosing or using language learning strategies. The research method employed was surveys. The researcher first tested the social-psychological model, and the difficulties and anxieties in choosing or using language learning strategies were then investigated. The results of the test of the model indicated that the predictability of the social-psychological model was relatively weak; it predicted 23 out of 50 learning strategies in the SILL (Oxford, 1989), with an average predictability of 53%. Significant correlation coefficients, however, were found between the strategy use frequency and the four social-psychological variables, knowledge, effectiveness, difficulty and anxiety. Moreover, the variables, knowledge, difficulty, and anxiety, were stronger predictors than the variable effectiveness in accounting for the strategy use frequency. Among the various difficulties encountered by the participants when applying language learning strategies, there were six difficulties reported by most of the participants. They were the unfamiliarity of language learning strategies, the requirement of English ability, the EFL language learning environment, the feeling of being embarrassed, the passive learning attitude, and the heavy academic load from school. It was shown that anxieties would be raised before, during, and after the application of language learning strategies. Possible factors that caused anxieties before using a strategy were the fear of making mistakes and getting embarrassed. When using a strategy, the fact of making mistakes and getting embarrassed, and the feeling of uncertainty when using a strategy were the possible factors that raised anxieties. Anxieties were also raised because of the negative feelings after applying learning strategies. At the end of the study, pedagogical implications and suggestions based on the results at senior high school Taiwanese students were provided.
15
Chiu, I.-Hsien, and 邱奕. "Family values of senior high school students in Taipei." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/13161806929148737476.
Full textAbstract:
碩士國立臺灣師範大學
家政教育研究所
87
Family is a basic social unit, where people receive their initial education and construct their characters and concepts. Chinese stress the importance of family to individuals, and value the relationship of trust and duty between individuals and family. To Chinese, individuals are tied closely with their families. However, with the development of commerce and industry, which promote the prosperity of economy and the pervading of western culture, many social constructions gradually convert. And result in salient differences from what used to be so that the forming and construction of family has undergone evolutionary alterations as well. These alterations cause different values from the past and furthermore, produce revolution on family values. Values are the basis for individuals in making decision and therefore having appropriate values to make wise choice is quite important in a rapid-changing society. Recent, adolescent problems such as unmarried pregnancy, murdering is all resulting from inappropriate values since the family contact youngsters most closely. The aim of the study is to explore senior high school students''family values and to facilitate youngsters to clarify their family values. The subjects of the study are senior high school students in Taipei. The six subjects are selected and interviewed in order to understand youngsters''family values and to study the possible factors forming family values. Besides, the possible factors forming senior high school students''family values are inferred based on family system theory, ecological system theory and social learning theory. Four dimensions probe family values: family concepts dimension, marriage dimension, concepts of intro-family gender relationship and family ethic. The results show that senior high school students''family concepts manifest variety and are affected by traditional opinions. As for the opinions toward marriage, senior high school students are generally affected by traditional values except sexual concepts, which are more and more open. As for concepts of intro-family gender relationship, senior high school students follow traditional values in the roles of gender but concept of the equality of couples is more popular. As for family ethics, the concept of filial piety is different from that of the past and communication is gradually becoming more valued. In addition, we also find that the factors in forming family values include seven items: original family, relatives, friends and peers, school education, mass media, social practices, and social culture. This result of the study presents the fact that our society is changing, and offers reference for government in revising the content of the education course and correlating laws.
16
Hung, Ming-Hui, and 洪銘徽. "An Analysis Of Senior High School Students' Mathematical Skill." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/26686864846324176081.
Full textAbstract:
碩士中華大學
應用數學學系(所)
97
The purpose of this study is to investigate the factors that influence the mathematical skill of high school students. Student samples are from the municipal high school in Taichung. The entire class of the second and third grade students by the random sampling participate in this research, and the material of the effective samples (233 students) will be on the analysis.The research material has three parts，including the student’s family background, cram schooling , and study background. The family background contains the parents’ educational experience and the family financial condition. The cram schooling is to investigate if the students attend extracurricular mathematics counselling and when to attend.The study background is to survey the degrees how the students like and value mathematics and the time they have spent on mathematics each week. The result shows there is no obvious difference between the family background and the mathematical skill and whether they attend cram schooling or not. But about the influence of sex on mathematical skill, male students’ performance surpasses female students’ . Secondly，to the high school students，the mathematical skill is greatly related with the study background，that is, how much time they have spent on mathematics . It shows obvious difference in the mathematical skill if the students themselves who think highly of and enjoy learning mathematics.
17
Liao, Cheng-sun, and 廖証三. "Maker? Maker! Senior High School Students' Attitude toward "Maker"." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/79802628047016530380.
Full textAbstract:
碩士國立東華大學
教育與潛能開發學系
104
The research aimed to investigate senior high school students' attitudes toward Maker courses. "Senior high school students Maker courses Attitude Scale" was self-designed instrument. In eastern Taiwan, a total of 678 second grade students from eight high schools were sampled, the effective samples were 660 finally. The main findings were as follows: 1. Senior high students showed high willingness to learn “Maker Education”, and revealed strong motivation and high interest in maker learning. 2. Learning attitude was significant difference by DIY preferences, preference behavior, family experience, learning experience. Different major subject Students were also different in Maker cognitive. But the major subject were affected less in the willingness to learn, motivation and interests. 3. Participation "to promote the popularization and application of 3D printing foster implementation plan" experience, although in each dimension of learning attitude had the sound better performance, but the influence was weak. The participation of experienced students only in the "Maker cognitive", "willingness to learn", "learning interests" and "the last will of", the four directions showed significant difference in performance better than the others. For this research, suggestion for educational institutions is to increase the "Maker" type activities in the formal curriculum. The government Maker plans have being implemented, the research showed only enhance students' learning attitude. However, participation rate is only 25.2%. So we suggest to improve a higher participation rate maybe a useful strategy.
18
Wang, Ya-Hui, and 王雅慧. "Taiwanese Senior High School Students' Performance on English Intoation." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/91019600626395200371.
Full textAbstract:
碩士南台科技大學
應用英語系
100
The purpose of this study was to explore Taiwanese English learners’ English intonation perception and performance. This study was based on the contrastive analysis (CA) to compare the differences of pitch contours at the beginning and final syllable of sentences performed by native speakers and Taiwanese senior high school students. The subjects were from comparison group native speakers from American and Taiwanese senior high school male students who were from KSHS, PTSH, and HKHS in southern Taiwan as experiment group. Five selected common English sentences, Wh-question, Yse-No question, declarative statements, tag question, and Closed-choice Alternative question were from reading material for participants’ performance and recording. The result indicated that Taiwanese students performed the pith contours at the end of the sentence were flat. According to the percentage of participants’ English intonation performance, Taiwanese students had high percentage to use yes-no question and tag question. The central problem is that they do not know what the different between meanings when they use rising or falling intonation for tag question and yes-no question. This study highly suggests EFL teachers can use English drama as lesson plan to let Taiwanese students know how to use English intonation in real context.
19
Shih, Fang-Yi, and 石芳宜. "Reading Difficulties Encountered by Taiwanese Senior High School Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/93258059564861192973.
Full textAbstract:
碩士淡江大學
英文學系碩士班
96
This study investigated reading difficulties that Taiwanese senior high school students encounter while reading. The purpose of this study is to (a) provide an up-to-date investigation on students’ general reading difficulties and (b) find out the most and least frequent reading difficulties that block students’ reading comprehension. There were 216 students from three different senior high schools and two teachers from these high schools who participated in this study. The students were required to fill in a questionnaire, and twenty of these students were randomly selected and interviewed by the researcher. In addition, two teachers were interviewed to obtain supplementary information. Data were collected from the questionnaire, the students’ interviews, and interviews with the two teachers. Descriptive statistics were computed for data analysis. This study demonstrated that the students most frequently encountered difficulty with new words. Technical terms in the text were the second most frequently encountered difficulty. The third most frequent reading difficulty that the students stumbled upon was long and complicated sentences. “I cannot grasp the main ideas of long text” and “Words containing multiple meanings” were ranked respectively as the fourth and fifth most frequent hurdles students came across. The least frequent reading difficulty that the students encountered was pronouns in the sentences. Both of the teachers also considered vocabulary the students’ most serious obstacle in reading English. Based on these major findings, it is suggested that, first, teachers should help students build up their vocabulary by reading extensively. Second, teachers should enhance students’ retention of words by instructing them in vocabulary leaning strategies. Third, teachers could take content area reading into consideration when they choose reading materials for students and integrate it into their instruction to help students gain more common technical terms. Last, students should be taught to apply reading strategies to the text.
20
Syau, Su-Ling, and 蕭素玲. "Academic help-seeking behavior of senior high school students." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/79236775143620801936.
Full textAbstract:
碩士國立成功大學
教育研究所
90
Academic help-seeking behavior of senior high school students Abstract The primary purposes of the study were to investigate the students’ help-seeking type in English learning, the relationship between the students’ goal orientation and their help-seeking behavior, the relationship between the students’ self-efficacy and their help-seeking behavior, the differences of the help-seeking behavior between high and low self-esteem students, and examine the differences between the help-seeking behavior of shy and nonshy students. A group of 1127 students were selected from Taiwan, Kimen and Pen-hu as the subjects. Each student was administered questionnaires assessing goal orientations, self-efficacy, self-esteem, shyness and help-seeking behavior in English class. Data obtained in this study was analyzed by descriptive statistics, t-test, one-way ANOVA, two-way mixed design ANOVA and latent variable regression method. The results indicated that (1) boys tended to seek instrumental help when they had difficulties learning English, in comparison to boys, girls tended to seek executive help; (2) the higher grade the students were, the less instrumental help they sought; (3) high self-efficacy students were likely to seek instrumental help when facing English difficulties, but low self-efficacy ones preferred to seeking executive help; (4) high and low self-esteem students both coped the problems with adaptive help strategy when they had perplexity in English; (6) shy students were more willing to seek executive help when they were in need of help. Finally, the implications were discussed and the suggestions were proposed.
21
Lin, San-Yu, and 林桑瑜. "Research on Senior High School Students’ Self-regulatedLearning Strategies." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/81292780606861085330.
Full textAbstract:
碩士國立成功大學
教育研究所
90
Recent research on self-regulated learning has showed students improve their learning performance by using a variety of regulated strategies. Much of this research has explored these strategies without consideration of the interaction between context and regulated strategies. The purposes of this study were to: (1) explore what regulated strategies senior high school students use more and whether theses strategies are involved information process, motivation, metacognition and action control. (2) investigate what regulated strategies senior high school students use more when face with different motivational problems which are unimportant, difficult and boring course material. (3) compare regulated strategies senior high school students use when face with formal and informal learning context. (4) verify the interaction among learning context, motivational problems and regulated strategy types. (5) explore what regulated strategies action vs. state orientation senior high school students use. (6) verify the interaction among action vs. state orientation, motivational problems and regulated strategy types. (7) examine learning context and motivational problems effect the use of self-handicapping. The participants were 265 students from five senior high schools in Taiwan. The instruments employed in this study were English Regulated Strategies Opened-ended Questionnaire and Action Orientation Scale made by the author. The collected data was analyzed with repeated measures three-way analysis of variance, mixed design three-way analysis of variance and repeated measures two-way analysis of variance. Results showed that (1) senior high school students tended to use more action control strategies. (2) senior high school students tended to use more regulated strategies when they faced with difficult course material. (3) subjects tended to use more regulated strategies in informal learning context than in formal learning context. (4) senior high school students’ use of regulated strategies varied across different learning contexts and motivational problems. (5) action-orientation subjects tended to use more regulated strategies than state-orientation ones. (6) there were significant three-way interaction among action and state orientation, motivational problems and regulated strategy types. (7) participants tended to use more self-handicapping strategies in informal learning context than in formal learning context. (8) participants tended to use more self-handicapping strategies when faced unimportant course material and less ones when faced difficult course material. (9) senior high school students’ use of self-handicapping strategies varied across different learning contexts and motivational problems. Implications for theory, teaching intervention and research are discussed.
22
Huang, Ming-Chin, and 黃明進. "The Research Of Environmental Literacy for Senior High School And Vocational High School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/75141257846273954693.
Full textAbstract:
碩士國立臺中教育大學
環境教育及管理研究所
100
In response to the formal implementation of the Environmental Education Act and going to fully promoting Twelve Years Basic National Education, we need to understand the current state of environmental literacy for senior high school and vocational high school students.Therefore, the main purposes of this research include: (1) To develop referential indicators of environmental literacy for senior high school and vocational high school students. (2) To develop detection tools. (3) To understand the current state of environmental literacy of senior high school and vocational high school students. (4) To explore the relationship between students’ backgrounds and students’ environment literacy. The results were as follows: (1) We developed 5 fields and 29 specific indicators of environmental literacy. (2) We developed a reliable detection tool for environmental literacy. Questionnaire Cronbach α value is 0.909, it has good reliability. (3) The data collection of this research is based on a random sampling. 2612 questionnaires are issued in total, 1503 questionnaires were collected and 1454 questionnaires were valid. As a ressult, senior high school and vocational high school students perform positively on the aspect of environment literacy with a certain level of quality. Particularly, students perform better knowledge of the environmental awareness, sensitivity and values than the environmental action skills, which need to be improved. (4) The relationship between background varances and student’s environment literacy is: there is no significant differences found in the environment literacy between urban and rural students. Sex differences, different types of school, grade differences, parent’s education, parent’s career, frequency of attending or participating in the environmental protection activities, care on environment issues and even the variances of worry for environment will affect the performance of environmental literacy. Based on the above findings, we suggest that the Education Unit of the teaching plan specific content of environmental action proposals, and hold more environment-related activities, and encourage students to participate in planned activities. Adding the qualitative research interview to increase the depth of this research is the part to be improved.
23
Chiang, Tzu-hsuan, and 江姿萱. "A STUDY OF EFL READING STRATEGIES USED BY SENIOR HIGH SCHOOL STUDENTS IN NATIONAL YUAN LI SENIOR HIGH SCHOOL." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/27427219601527560063.
Full textAbstract:
碩士高雄師範大學
英語學系
98
This study tried to explore the EFL reading strategy use of senior high school students. It explored the general reading strategy use and the compensation strategy use of EFL high school students with different English proficiency levels. The subjects of the study included ninety-three students from two third-year classes of National Yuan Li Senior High School. The most-proficient (MP) and least-proficient (LP) were chosen based upon their graded scores of SAET 2009 in English so thirty-nine out of ninety-three subjects were involved in the data analysis of this study. They were asked to complete a Reading Comprehension Test (RCT) from one of the formal reading competency test of GEPT at Intermediate level and then fill out the 5—point Likert Reading Strategies Questionnaire (RSQ) designed by the researcher immediately after the reading comprehension section of RCT. The subjects’ scores of the reading comprehension section of RCT and their mean scores of RSQ were analyzed with Independent Sample T-test. The major findings of the present study are summarized as follows. First, as a whole, more proficient EFL subjects made use of most of general reading strategies and compensation strategies for vocabulary and comprehension difficulty much more frequently. Second, though in general more English proficient subjects used strategies more frequently, both MP and LP groups showed similar tendency in choosing certain reading strategies over the others. They both “skipped” the difficult part constantly, often “reread” the part with meaning contradiction, and regularly read sentence by sentence and linked information in surrounding sentences. That is, both groups read in a more bottom-up rather than top-down manner. On the other hand, both groups were less competent to read in a top-down manner and less capable of using synthesis and evaluation strategies or reading critically. Third, when facing difficult vocabulary, more proficient ones made use of compensation strategies with higher frequency as well. They showed particularly higher frequency in making use of grammatical and structural knowledge and skills. Both groups took advantage of guessing from contextual clues very often but they seldom tried to break lexical items into parts (using prefixes, roots and suffixes) to help them. Finally, when facing difficulty in meaning construction, MP and LP groups showed similar preference in choosing compensation strategy use as well. In conclusion, this study demonstrated more proficient EFL senior high school students were more active strategy users both in general reading strategies and in compensation strategies for vocabulary and comprehension difficulty. Both high and low proficient students showed similar tendency and preference in choosing strategies they use. Accordingly, it is suggested that English teachers should not only try to incorporate reading strategies into the curriculum to encourage reading strategy use. As for strategies that students were less familiar with or could not use effectively, English teachers should not only make their students aware of them, but they should also provide enough in class or after class practice to let them know how to utilize them effectively. Moreover, the teachers are suggested to guide their students to read in a more top-down manner and react to the text more critically.
24
Carpluk, William C. "The Senior Year Enigma: A Study of the Entrenched and Sustaining Source of Senioritis /." 2010. http://www.cse.edu.
Full text
25
Liou, Ling-Chi, and 劉玲岐. "Transformation Discussion at Accounting Education of Vocational Senior High School -- Based on the Research of the Senior Students of Vacational Senior High School." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/19908490963936810227.
Full textAbstract:
碩士淡江大學
會計學系碩士班
93
The Ministry of Education plans to carry out the new curriculum of Vacational Senior high school on the 95th school years. The future curriculor design will develop on the base of the curriculum all levels of schools, and according to the needs of the students and the school development characteristics and mutual match with the compulsory subjects. Completely consider the students following development to open the suitability curriculum. The objects this research questionnaire survey are from six Accounting Senior Students of Vacational Senior High School. Based on the following aspects : the Vocational Senior high School Accountant education curriculum, the teaching, and required skills three aspects, analyze and discuss the students’ views on present and future Vacational Senior High School Accounting Educates. The conclusion is as follows : 1. The students think related present the Vocational Senior high School Accountant education takes accountant the specialized curriculum and other commercial curricula. Future of the curriculum suggestion will be hope Strengthens the computer information curriculum, Strengthens enters a higher school the subject curriculum, Strengthens the language curriculum. Students t-test and One –Way ANOV from different attribute students: South student of the local is good regarding the present curriculum content absorption、the content is interested, approval is bigger than student of the east student. The eastern area approves the present school student of compared to the middle student to take accountant the specialized curriculum. North student comparatively hoped the future will be able to increase the elasticity which the curriculum will design. A result better student hoped will be able to strengthen the financial finance curriculum in the future. 2. The students think Teachers has the rich specialized knowledge, The teaching uses the suitable teaching method. Future of the teaching suggestion will be hope Strengthens the computer auxiliary teaching, Strengthens reality of service experience the teacher, The invitation outside expert attends class. Students t-test and One –Way ANOV from different attribute students: North student is bigger than east student approves the school at the right moment to utilize the computer teaching. North student is bigger than south student hoped in the future teaching will invite the outside expert to attend class. The male student comparatively hoped in the future teaching will utilize discusses in groups. 3. The students think Has keeps accounts, the teller capability, Computer application ability, and understood on general Commercial curriculum and Accounting. Students t-test and One –Way ANOV from different attribute students:Individual skill of related required skills is : South student is bigger than east student approves oneself has the communication and the coordinated ability, the basic learning capability, the strain capacity, as well as basically declares goods the ability. North student is bigger than east student in subjects understood regarding the accounting. The view of the related knowledge ability : A result better student in subject and so on accounting and general commercial curriculum, understood. 4. Implements in accordance to 95 year new curriculum , the school may voluntarily subscribe decides suitably checks against the authoritative text takes as an elective the curriculum is worthy of looking at reorganization according to this research: Besides accountant and accountant prove according to it accountant the specialized subject, student regarding "Multimedia information system "," Internet solid service "," homepage manufacture "," commercial English "," commercial psychology "," communication skill " in the subject, comparatively is interested
26
Huang, Yu-Chen, and 黃郁宸. "The Relationship between Senior High School Students’ Campus Experiences and Sense of Community at School – Cases of Senior High Schools in Kaohsiung City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/dpa75r.
Full textAbstract:
碩士國立臺灣師範大學
公民教育與活動領導學系
106
This study aims to explore the relationship between campus experiences and the sense of community at school for Kaohsiung high school students. The questionnaire for this study is “Scale of High School Students’ Campus Experiences and the Sense of Community at School”, which include four parts: basic information, environmental perception scale, experience of campus integration scale, and sense of community at school scale. The personal background variables included gender, grade, identity, elective group, entry grade for high school, and the socioeconomic status of the family. In environmental perception, it included material environment, social environment, and system environment. In campus integration experience, it included study commitment, extracurricular activities, and interpersonal interactions. In sense of community at school, it included four factors: school affinity, school identity, school participation, and school care. A total of 488 valid samples were collected from 12 public high schools in Kaohsiung City, and the results were analyzed by descriptive statistics, t test, one-way ANOVA, Pearson product correlation analysis, multiple regression analysis for quantitative analysis. The results are summarized as follows: 1.There were significant differences in the environmental perception among high school students of different gender, grade, identity, elective group and school entry achievement. 2.There were significant differences in the experience of campus integration among high school students with different gender, grade, school entry achievement and family socioeconomic status . 3.There were significant differences in the sense of community at school among high school students of different gender, grade, identity, elective group, school entry achievement and family socioeconomic status . 4.There is a high degree of positive correlation between environmental perception, campus integration experience, and sense of community at school. Among them, in terms of environmental perception, the correlation between system environment and sense of community at school was the highest, while the material environment was the lowest; in terms of school integration experiences, the correlation with interpersonal interaction and sense of community at school were the highest, while study commitment was the lowest. 5.Personal background and environmental perception can significantly predict the experience of campus integration; among them, gender, material environment, social environment, and system environment are the significant predictive factors, with an explanatory power of 36%. 6.Personal background, environmental perception, and campus integration experiences can significantly predict the sense of community at school, among them, gender, grade, identity, material environment, system environment, social environment, extracurricular activities, interpersonal interaction, and study commitment are the significant predictive factors, with an explanatory power of 70.1%. Finally, this study proposes suggestions for senior high school student affairs and senior high school teachers. the recommendations for senior high school student affairs include: (1)Develop dynamic appropriate targeted counseling programs targeting at the different needs of students in different stages; (2) Cultivate students’ feelings and responsibilities towards the campus environment, and to adequately give up certain space management and planning power; (3) Design relevant specialized courses or service learning so as to highlight the architectural meaning and historical traits of the campus; (4) Support the development and growth of students’ autonomous organization with a smooth top=to-bottom communication channel. the recommendations for senior high school teachers include: (1) Pay attention to the individual needs of the students and implement cultural responsive teaching; (2) Fortify the interaction with the students and provide them support and care; (3) Design dynamic courses and activities so as enhancing teaching quality.
27
chen, alice, and 陳碧芬. "the reentry students'' school living experiences in the senior vocational high school." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/03825416338475973181.
Full textAbstract:
碩士國立臺灣師範大學
教育研究所
89
The reentry students’ school living experiences in the senior vocational high school Abstract The purpose of this study is to understand the reentry students’ school living experiences in the senior vocational high school. First, the researcher undertakes the task of literature review. And then, under the qualitative research approach, the data are collected through in-depth interviews. According to the data analysis and discussion, the major conclusions are as follows: 1.the frustrated academic experiences formerly cause the learning difficulties later. 2.in order to graduate smoothly, the students behave conformably. 3.the teacher/student relations depend on the characteristics and leading styles of the teachers and the attitude of the students. 4.the classmate relations are plain and alienating. 5.heterosexual-friend relations may influence the potential dropout’s decision to stay or leave schools. 6.the learning motivations are mostly related to instructional techniques, students’ aptitude and social demands. 7.most teachers are accustomed to oral-instructions that provide less interpersonal interaction. 8.the physical environments and equipments need to be improved. Finally, based on the conclusions above, concrete suggestions are proposed. Keywords:dropout, reentry, school living experiences, senior vocational high school.
28
Yang, Jun-Zhe, and 楊竣喆. "Research of Graduating Junior High School Students Choosing Senior or Vocational High Schools in Penghu." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/25982801696507934062.
Full textAbstract:
碩士國立澎湖科技大學
觀光休閒系碩士在職專班
104
The aim of the research was to investigate the graduating students who study Skill Training Class of Junior High School in Penghu County, and to realize their studying choices between senior high school and vocational high school. It was mainly aimed at the the graduating students’ studying willingness of different background variables, and discussed the differences and relations among personal factors, family factors and school factors. The subjects of the study were recruited from the graduating junior high school students in Penghu County. The questionnaire was performed in the study, and there were 301 valid subjects from 331 issued. According to the research purpose and hypothesis, there were several statistical methods applied including descriptive statistics, reliability and validity, independent t-test, one-way ANOVA, and multiple regression analysis. The results were followings: the studying willingness of students coming from different districts was obviously related to personal factors (self-expectations and values), family facors (parents' expectations of further education), and school factors (peer influence). The father’s occupation was obviously related to family factors (parents' expectations of further education) and school factors (teachers’ expectations and peer influence). The mother’s occupation was obviously related to studying willingness. The average monthly household income was obviously related to school factors (teachers’ expectations and peer influence) and studying willingness. Attending the cram school was obviously related to students’ studying willingness. Display or enhance students' interest in learning about the program will help to improve students attending vocational wishes
29
Li, Jin-Chang, and 李金春. "The Relationship on the Among Senior High School and Senior Vocational High School Students' Psychological Separation-Individuation and Self-concept." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/46746666980250484179.
Full textAbstract:
碩士國立嘉義大學
家庭教育研究所
95
The purposes of this study are to understand the relationships senior high school and senior vocational high school students’ psychological separation- individuation and self-concept. In addition, this study compares the students’ varying backgrounds (e.g. gender, school system, department, parental marital status, birth order, parenting attitudes) within the psychological separation-individuation and self- concept. A total of 1039 subjects from senior high school and senior vocational high school students were used for this study. The primary tool used for this study was “Separation-Individuation Test of Adolescence,” “Tennessee Self Concept Scale.” Data obtained in the study were analyzed by descriptive, one-way analysis of variance, Pearson Product-moment correlation, Canonical correlation analysis. 1. The psychological separation-individuation of peer enmeshment on Separation- Individuation test of Adolescence was highest. 2. The self-concept of Behavior on Tennessee Self Concept Scale was highest. 3. Varying Psychological Separation-Individuation Section: (1) The differ sex of senior high school and senior vocational high school students showed significant differences in practicing-mirroring, dependence denial, teacher enmeshment and separation anxiety. (2) The differ school system of senior high school and senior vocational high school students showed significant differences in dependence denial, peer enmeshment, teacher enmeshment, engulfment anxiety and care-taker enmeshment. (3) The differing department of senior high school and senior vocational high school students showed significant differences in peer enmeshment and teacher enmeshment. (4) Senior high school and senior vocational high school students of differing parental marital status showed no differences. (5) Senior high school and senior vocational high school students of differing birth order showed differing teacher enmeshment. (6) Senior high school and senior vocational high school students of differing parenting attitude showed differing separation anxiety and peer enmeshment. 4. Varying Self-Concept Section: (1) The differ sex of senior high school and senior vocational high school students showed significant differences in moral-ethical self, personal self, family self and behavior. (2) The differ school system of senior high school and senior vocational high school students showed significant differences in physical self, personal self, identity, self satisfaction and behavior. (3) The differing department of senior high school and senior vocational high school students showed significant differences in physical self, moral-ethical self, personal self, identity, self satisfaction and behavior. (4) Senior high school and senior vocational high school students of differing parental marital status showed no differences. (5) Senior high school and senior vocational high school students of differing birth order showed no differences. (6) Senior high school and senior vocational high school students of differing parenting attitude showed differing moral-ethical self, family self, social self and identity. 5. The Canonical Correlation Relationship Psychological Separation-individuation and Self-Concept: The psychological separation-individuation by senior high school and senior vocational high school students can influence the self-concept which account for 50.19%. According to these findings, some suggestions for educational guidance were proposed. Moreover, recommendations for further studies were offered in this dissertation.
30
Chang, Shih Yang, and 施養昌. "Research the attitudes of senior high school students toward money." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/12229460255177506917.
Full textAbstract:
碩士中華大學
應用數學學系(所)
96
Abstract The purpose of this study is to research the attitudes of senior high school students toward money. The data was collected by questionnaire survey method, and the target students researched are 450 students in the National Taichung Second Senior High School. SPSS statistic software is applied to process data and do quantitative research. Altogether five factors are extracted by means of the principal components analysis. There are five aspects, named “caution”, “achievement and fame”, “financial budget”, “pride and vanity”, and “compromising”. To profoundly research the current attitudes of students toward money from a diversity of aspects, the points of each aspect are analyzed by descriptive statistics(means, standard deviation, and so on). The differences have been profoundly analyzed, between boys and girls, among different grades, of the attitudes toward money, from diverse aspects. The following are the results: 1. The aspect of “caution”. Boys and girls agree at it no matter which grades they are in. There are no apparent differences. It indicates that senior high school students, on average, take a rational and cautious attitude toward money. 2. The aspect of “achievement and fame”. As a whole, they tend to disagree upon it in terms of their attitudes and thoughts. However, from this aspect the attitudes of the boys are more visible. At the same time, the attitudes of the second and third graders who show are more apparent. 3. The aspect of “financial budge”. There are no apparent differences no matter which genders or graders they are in. They all agree upon planning a budget. 4. The aspect of “pride and vanity”. Most of the students tend to disagree on the aspect. Especially, the attitudes of the third graders from this aspect are more visible than those of the first graders. 5. The aspect of “compromising”. As a whole, they disagree on this attitudes and thoughts; however, the boys show the higher degree of attitudes towards compromising than the girls. At the same time, the second and third graders show the higher level of attitudes towards compromising than the first grader. Eventually, the final results are concluded and the suggestions are provided. Hopefully, they will be a reference for family education, school education and further academic research.
31
劉宗滎. "A Study of Mathematical Modeling for Senior High School Students." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/27233133058932119057.
Full textAbstract:
碩士國立交通大學
理學院碩士在職專班應用科技學程
96
Mathematical modeling is a current issue in mathematics education in Taiwan or even worldwide; in particular, the ability of handling mathematical modeling is among the core abilities claimed in the Mathematics Curriculum (draft 2006) for the senior high school students in Taiwan. Mathematical modeling will be first recalled from the theoretical view point in Chapter 1,including its significance, the status in developing mathematical modeling in Taiwan and other countries. It must be emphasized that the problems in real life have continuously been solved by mathematical ideas and methods as well in the framework of mathematical modeling, and mathematics has always played a vital role in academic researches such as humanities and social sciences, natural sciences. The significances of instructing students with the abilities in thinking and handling mathematical modeling will be surveyed in Chapter 2. The concept of mathematical modeling has also been one of the focuses in the college entrance examination recently, some of these problems are collected in Chapter 3 followed by some detailed analysis from the view points of mathematical modeling. Many mathematical softwares, including freewares such as Scilab and Maxima, are now available for treating complicated and huge mount numerical data involved in mathematical modeling. Their functions used in the processes of mathematical modeling will be provided in Chapter 4. Some problems with real immediate applications involved in this research are provided in the final Chapter 5 together with detailed analysis.
32
Ke, Hsin-chi, and 柯欣祺. "EFFECTS OF DERIVATIONAL SUFFIX LEARNING ON SENIOR HIGH SCHOOL STUDENTS." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/58273883277570937771.
Full textAbstract:
碩士國立高雄師範大學
英語學系
93
The purpose of the present study is to investigate the effects of suffix instruction. Specifically, the students’ ability to handle the relationship between sounds and spelling, the concept toward the grammatical features of words, and their responses toward vocabulary learning are explored. The subjects of this study are ninety tenth-graders in National Magong Senior High School. A fifteen-week study is conducted with the subjects divided into two groups, the Experimental Group (EG) with suffix instruction and the Control Group (CG) without suffix instruction. In data collection, the differences in vocabulary testing results before and after the instruction are analyzed and compared. In addition, the questionnaires about the student responses toward vocabulary learning were analyzed as well. Based on the data analyses, the findings of the study are summarized as follows: 1. Before the instruction, most of the students have learned the basic concept of the relationship between sounds and spelling. 2. The students in the EG perform significantly better on the choice of appropriate derivatives in the multiple-choice task than those in the CG. 3. The students in the EG perform significantly better on the recognition of grammatical features of words than those in the CG. 4. After instruction on the rules between sounds and letters, there is a significant difference between the two groups in terms of the dictation of derivatives. 5. The students in the EG hold more positive attitude toward vocabulary learning after the instruction on suffixes. On the basis of the study findings, the researcher suggests that the English teachers improve their students’ English vocabulary ability with the help of the suffix instruction. With an appropriate time schedule, students can acquire as many words as possible in a short period of time, which can give them enough confidence to keep on learning English. In addition, teachers can give students short stories which include the derivatives they have learned. After all, it is more meaningful to learn words through contexts. Furthermore, through the instruction of suffixes, the researcher suggests that teachers still need to explain more about the relationship between sounds and spelling so that students could learn vocabulary more effectively.
33
wu, szu-pei, and 吳思霈. "Research on Heterosexuality of Senior High School Students in Taoyuan." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/41585175465900256190.
Full textAbstract:
碩士國立臺灣師範大學
人類發展與家庭研究所
92
The purpose of this study is to investigate heterosexuality of Taiwanese senior high second-graders. A total of 532 students from six senior high schools in Taoyuan participated in the present study. The participants completed a questionnaire consisting of items of heterosexuality and information on personal background. The collected data were analyzed by computing descriptive statistics, chi-square test, t-test and oneway ANOVA. Based on the data, the findings of this study are summarized as follows: 1.The respective percentage of experiencing heterosexuality for senior high school students among boy and girl students is 42.6%and 47.8%. 2.Taiwanese high school students show positive attitude toward the items of “academic performance after experiencing heterosexuality,” “views on heterosexuality,” “views on the role of different genders for heterosexuality,” and “views toward premarital sex.” However, girl students show negative attitude toward the items of “views toward premarital sex.” 3.Boy students’ parents tend to accept heterosexuality while girl students’ parents don’t. 4.Taiwanese high school students show significant incongruence toward the items of “views on heterosexuality,” “views on the role of different genders for heterosexuality,” and “views on premarital sex” according to different genders. 5.Taiwanese parents’ attitude toward heterosexuality shows important difference according to personal background information. 6.Taiwanese high school students show distinguished differences according to variables of “personal background information,” “parents’ attitudes toward heterosexuality,” and “the percentage of high school students in experiencing heterosexuality.” 7.Taiwanese parents’ attitudes toward heterosexuality differ significantly according to high school students’ gender. The researcher hopes that parents and academic organizations are able to apply the results of this study to future domestic education.
34
Wang, Ching Yi, and 王青怡. "EFL Senior High School Students' Cultural Learning Experiences in Videoconferences." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/09486306585750362714.
Full textAbstract:
碩士國立臺灣師範大學
英語學系
100
The past decade has witnessed a growing interest in integrating videoconferencing into foreign language classrooms. Benefits such as improved language skills, lower-level anxiety, and better intercultural understanding have been reported in various studies. Successful videoconferences are those involve high level participation, friendly atmosphere, positive evaluation, and promotion of intercultural communicative competence. Issues such as “failed communication” and “superficiality” have started emerging in the field. The current study probes into learners’ perceptions of intercultural videoconferences, learners’ language and culture behaviors. Forty-six participants from a senior high school in eastern Taiwan participated in culture-learning English courses, which were instructed one hour in class and one hour after school each week, lasting for six weeks. During the six weeks, students were trained and given tips on how to introduce Taiwanese cultures in English, and participated in three intercultural videoconferencing activities with students in U.S.A. The process of the three intercultural videoconferences was videotaped. Written feedback and interviews were administered between first and second, and, between the second and third videoconference. From the videotapes, results show that in language aspect, the forty-six Taiwanese students compliment a lot on American students’ appearances, and the use of real objects and Chinese to replace English words is frequent. In the interviews, they reported that they are not confident enough to use English vocabulary, and still often think in Chinese. In cultural perspective, Taiwanese point out in their written feedback their excited emotions. Constant use of questions and commercial-style language is also shown in the videotapes. Possible causes may be on the one hand, students possess admiration toward western cultures and on the other hand, students are proud of Taiwanese cultures. Taiwanese students are too eager to draw American students into their “in-group” relationships while American students find them too passionate. Other incidents happened in the videoconferences such as impromptu Chinese music display and unprepared mini drama to bridge the miscommunication gap correspond to students’ mentioning of the importance of “non-verbal communication”. Videotapes, interviews, and written feedback all reveal the indispensability of openness in intercultural learning. The study also proposes suggestions regarding cultural teaching and room for improvement for future study.
35
張盛綱. "How to Enhance Senior High School Students Creativities in chemistry." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/96166340562928600736.
Full textAbstract:
碩士國立清華大學
化學系
95
Champagne and Bunce，s learning-theory-based science teaching strategy has been adopted for the past ten years to enhance senior high school students，creativities in chemistry. This teaching strategy may be viewed as complementary learning and instructional cycles. The learning cycle has three phases. Each phase is named according to a stage in the learning process. The phases are engagement, elaboration, and assessment. The learner engages in an academic task, elaborates the task, and assesses his or her progress toward satisfactory completion of the task. Engagement, elaboration, and assessment are advanced via interactions with other learners under the guidance of the teacher. The complementary instructional cycle also has three phases, which correspond to the phases of the learning cycle. The teacher sets the academic task, monitors interactions among the students and evaluates students，learning. The first section of this article describes and discusses the activities of an example of this teaching strategy, Millikan oil-drop experiment. The results of this example indicated that this teaching strategy could effectively enhance senior high school students， creativities in chemistry. Williams, teaching model for creativity has been adopted for the past fifteen years to enhance students, creativities in chemistry. The second section of this article describes and discusses the activities of an example of this teaching model–Dalton, s atomic theory. The teaching strategies used in this example were visualization skill and the study of creative people and process. This research encompasses the following six factors: persons, plans, places, processes, products and prizes. The processes contain the following five stages: preparation, reporting, exercise, discussion and writing. The results of this example indicated that this teaching model could effectively develop students, creativities in chemistry. A project-research teaching method can enhance senior high school students， creativities in chemistry. This teaching method encompasses the following factors︰persons, plans, places, processes, products and prizes. The last section of this article uses the kinetic reaction of hydrogen peroxide catalyzed by pure bromine to act this project-research teaching method. It also describes the activities involving these six parts, and discusses their subsequent results and reflections. The results of this example indicated that this teaching model could effectively develop students, creativities in chemistry.
36
Chen, Shu-Yu, and 陳書于. "Senior high school students' introspection toward function concept via programming." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/45983492896153192743.
Full textAbstract:
碩士國立交通大學
應用數學系所
95
Abstract The purpose of this study was to understand how senior high school students changed their concept image with HTML and JavaScript programming activities. In the mean time, we investigated their learning difficulties and isconceptions. The study was based on activity reports, pretests, posttests, interview details gathered from thirteen senior high school students. Upon analysis of those data, we found that： (1) Students have great difficulties in understanding the abstract meanings of mathematics notations and symbols. (2) Students could not use algebraic expressions to formulate patterns fluently. (3) The concept image that a function is to be defined by a single formula hindered students from understanding piece-wisely defined functions. (4) Missing the proper understanding of the domains and co-domains of functions led to the difficulties in developing the concept of compositions of functions.
37
Yao, Hsiu-Yun, and 姚秀雲. "An Analysis on Computer Attitudes of Senior High School Students." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/26345996376318552936.
Full textAbstract:
碩士國立高雄師範大學
資訊教育研究所
91
An Analysis on Computer Attitudes of Senior High School Students Abstract The purposes of this study are:(1)to analyze the main factors that affect students applying computers and to examine their attitudes;(2)identify the relationship among the students’ computer skills, learning attitude ,and their learning experience. The survey samples are randomly chosen from the students who enrolled in any private or public high school at Kaohsiung city and Kaohsiung county in the year of 2001. The official documents show that the ratio of total student number in the county to those at the city is 5:13. There are 1445 students at the city area randomly chosen for this survey while 555 students were selected from the county site. Totally 1610 valid samples were collected. After analyzing, we conclude that (1) There are five main subscales which compose the instrument for examing the attitude of applying computers: computer confidence, using the Internet, computer learning, computer using, computer preference. The value of a is 0.8819. (2) From the analysis, the male students are more positive toward to the computer than the female students; also, the freshmen are better than the sophomore and the senior; students enrolled in the country school have higher computer acceptance than those who enrolled in the city. (3) In the aspect of computer learning experience, the students’ attitude will obviously improved if the time is longer for learning computers and using computers per week. (4) In the aspect of learning environment, students who have a computer at home with Internet available have better computer acceptance. The results can be applied to the course plan of information education and also canbe a solid reference for providing concrete suggestions for both the students and their parents. Keywords: Computer attitude, learning experience, learning environment
38
Lee, Mei-Hsuan, and 李美萱. "The Study of Citizenship of Senior High School Students－Take the Senior High Schools of Taipei City / County for example." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/75760179655540350103.
Full textAbstract:
碩士國立臺灣大學
國家發展研究所
94
This study mainly aims at discussing the present condition of the citizenship and the influential factors of that for the students in senior high schools. Based on the result, this study will also be a good reference to propose some helpful suggestions for promoting our civil education. The questionnaire investigation is used in this study and the efficient samples from the students of the senior high schools in Taipei City/County amount to 1555. This study uses “Questionnaire on the Citizenship of the Senior High Schools” compiled by the researcher herself as a tool. It includes the civil knowledge, the civil character and the civil participation along with the evaluation forms of them. It adopts descriptive statistics, single element variance analysis, Scheffe method, stepwise regression analysis and so on. Based on the research, we may find the conclusions as follows: 1. It shows great differences between two sexes in the study on the senior high school students’ views on the essence of citizenship. 2. It shows great differences on the view of the essence of citizenship among senior high school students living in different regions. 3. It shows great differences on the view of the essence of citizenship among senior high school students from different social statuses. 4. It shows great differences on the view of the essence of citizenship among senior high school students with different leading experiences in class. 5. It shows great differences on the view of the essence of citizenship among senior high school students cultivated by different teaching methods. 6. It shows great different views on the essence of citizenship among senior high school students with various degrees of their likes or dislikes on civil classes. After the research, we may find it provides not only some useful suggestions for the civil education in the senior high school but also the helpful reference for the continuous studies in the future.
39
Chang, May Huei-Mei, and 張惠美. "Complaints in Chinese-The Case of Elementary School, Junior High School, Senior High School, and College Students." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/43365897600299533834.
Full textAbstract:
碩士國立清華大學
語言學研究所
89
The purpose of this study is to investigate the developmental, situational, and sexual differences of using complaints in Mandarin Chinese as used in Taiwan by children, junior high students, senior high students, and college age students. Three aspects of complaints are examined: complaint types, complaint strategies, and complaint modifications. These three aspects are related to the use of the complaint and can determine the directness or indirectness scale of the complaint. Two methods are adopted to collect the data for complaints: tape-recordings and questionnaires. Chi-square test is applied to test the data. The results are summarized as follows: 1.The use of complaint types and complaint strategies are different situations where the rights and the obligations of the complainer and the complainee are different. 2.There are developmental differences in the use of the complaint types. Elementary school students and junior high students prefer to use the strategies of Faced complaints or Non-faced complaints. However, senior high and college students often use the strategies of Faced complaints or Opting out. This result shows that the younger people are more inclined to ask the complainee to repair his/her offensive act, so they will use a more indirect means, such as all strive to Faced complaint or asking the third party to help them to reach this goal. Nevertheless, for maintaining social harmony, younger people by using Faced complaints, and older people by selecting Opting out in order to avoid a Face Threatening Act (FTA). 3.There are no developmental differences in the uses of Faced complaint strategies, but there are distinctions in the uses of Non-faced complaint strategies. Younger students prefer to ask their teachers for help, but older students select a Grumble strategy 4.Younger students use fewer impolite modifications than older students because of the psychological development or the density of their personal network structure. 5.In my data, the males use impolite complaints more than the females. The results show that older students do not always use proportionally more indirect and polite complaints. The reasons for this surprising result may be that the social relationships of the students are very simple, whereas people in the work field face complex social relations, are more fully socialized, and therefore use more indirect and polite complaints.
40
Wang, Nai-Yen, and 王迺燕. "The Predictive Factors of Depressive Disorder and Suicidal Tendency among Senior High School and Senior Vocational High School Students in Hualien." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/64147918244892431459.
Full textAbstract:
碩士國立花蓮教育大學
諮商心理學研究所
96
The purpose of this thesis was to investigate: 1.the depression and the suicide of senior high school students in Hualien. 2.the depressive disorders among the high-risk group students with depressed mood or suicidal tendency. 3. the related risk factors of adolescent depressive disorders and suicide. 4. the predictive factors of the adolescent depressive disorders and suicide. 5.the validity of those predictive factors after one year. In this thesis, 5,239 students of two senior high schools and two vocational high schools in Hualien were recruited. Total 5,234 students completed Taiwanese Depression Questionnaire (TDQ), and Adolescent Depression and Suicide Risk Factors Check List (designed by author). The subjects with highest cutoff scores(TDQ＞＝29, N=386)were defined as high-risk group and were interviewed by psychiatrists to decide diagnosis by the Mini International Neuropsychiatric Interview(MINI) and DSM-Ⅳ. After one-year follow-up, psychiatrists diagnosed all 228 adolescents except those who were graduated and quitted school again. The study result showed that the overall mean of the TDQ score was 14.22, and the largest proportion of high-risk group were third graders (40.9%). The adolescents with suicidal tendency (N=129) included 85 females and 44 males, while the third graders were also the largest proportion (49.6%). Of the 119 adolescents diagnosed with depressive disorders, females (65.9%) were higher than males (38.7%). The related risk factors of adolescent depressive disorders and suicide were analyzed by correlation. The result showed that grade, sex, and aborigine, parents with substance abuse, abused history, and physical discomforts were significant factors of adolescent depressive disorder; meanwhile, the suicidal tendency was the best predictor. Besides, the related risk factors of suicidal tendency contain sex, aborigine, parent’s married condition, parents with substance abuse, family history of psychiatric disease, abused history, unloading, annoyance in life, major negative life events, releasing pressure in negative ways and physical discomforts; and the predictors of adolescent suicide were depressive disorders, major negative life events, unloading, sex, and total scores of TDQ. One year later, the related risk factors of adolescent depressive disorder were suicidal tendency and abused history Moreover, the diagnosis of depression, parent’s married condition and the annoyance in life were the best predictors of adolescent suicidal tendency.
41
Yang, Chin-Yu, and 楊淨瑜. "School Adjustment and Its Relevant Factor for Senior High School Students with Autism." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/qsh28x.
Full textAbstract:
碩士中原大學
特殊教育研究所
107
The purpose of this study is to understand the adjustment and its relevant factors of students with autism for high school Students with Autism, and provide conclusions and suggestions accordingly. The data of this study were extracted from the high school questionnaire of the 2011 school year of the Special Needs Education Longitudinal Study database. There are 277 copies of valid guestionnaire were analyzed using by descriptive statistics, a t test, one-way ANOVA and stepwise regression analysis, the conclusions are summarized as follows: 1.The high school students with autism demonstrated a medium level of school adjustment. 2.School adjustment for high school students with autism has significant diffrences in grade. In academic part, the senior students showed better school adjustment than junior students. School adjustment for high school students with autism has significant diffrences in disability trait. The students with physiological and cognition disability showed better school adjustment than other students. And the students with emotion disability showed the worst school adjustment. 3.School adjustment for high school students with autism has significant diffrences in parent-child relationship. The students have well school adjustment which have good parent-child relationship. 4.School adjustment for high school students with autism has significant diffrences in department. In academic part, studied in 「home economics」and 「general education」 students showed better school adjustment than special education class students. In personal adaptation part, studied in special education class students showed better school adjustment than 「home economics」and 「general education」students 5.「Physiological +Cognition +Emotion Disability」、「Cognition Disability」trait students、「Parent-child relationships」and 「grade」were have predictors for school adjustment. Based on the results, the researcher offered some suggestions to teachers,educators, parents,and the education authorities for future study.
42
Lee, Chao-Yu, and 李昭玉. "Study on Probing Sex Concept of Senior High and Vocational High School Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/74812423160998930702.
Full textAbstract:
碩士樹德科技大學
人類性學研究所
95
ABSTRACT The purposes of this study were to develop “Situational Judgment Inventory” as measurement of sex concept of senior high and vocational high school students, and explore different background students’ sex concept . The sample consisted of students in the public and private high schools from Pintung County area. 650 samples were random sampling by two-stage. The instrument of the study was “Situational Judgment Inventory for sex concept of Senior High and Vocational High School Students” , and the data was analyzed by descriptive statistics, CFA, ANOVA, and MANOVA. The result of CFA showed that high school students’ sex concept consisted of six factors. The ANOVA revealed that high school students get higher scores on the “Maintaining Intimate Relationship” and “Identifying and Handling the Household Danger”. The result of MANOVA showed that the boys outscore the girls in “Sexual Physical Characteristic” , “The Examination and Respect of Different Gender Roles” , and “Maintaining Intimate Relationship” .While the girls outscored the boys in the other three factors which are“The Positive Concept of Love” , “Safe Sex Behavior” ,and “Identifying and Handling the Household Danger”. In addition, high school students had positive sex concept ,when themselves or their parents having religion. Moreover, they achieve higher grades on the sex ideas, when their parents have higher educational level. The difference sources of sex knowledge would impact high school students’ sex concept. All in all, the mainly sources of sex knowledge come from their classmates and friends, followed by the teachers and textbooks, and almost none come from their parents and seniorities. Based on the results, I suggested high school students should get sex knowledge by right ways, and avoid getting the wrong concept from their peers. Parents should also care about their children, and know how they interact with their friends, and how they utilize the Internet. Additionally, school and the authorities should concern and emphasize the importance of sex education, and assure it provides a positive guidance for students’ sex concept. The mass media ought to present the positive sex concept in a planned way, and advocate “the concept of safe sex”. Finely, future study suggestions were proposed in the study.
43
Chen, Shu-ping, and 陳淑萍. "A Study on Senior High School and Vocational High School Students' Self-Presentation on Social Media." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/34679714319101239097.
Full textAbstract:
碩士國立高雄大學
資訊管理學系碩士班
102
Social media has become the main platform where people interact in this information society, which is also an indispensable means of interpersonal communication for teenage students. However, the social impact of this social media is worth investigated to examine the role of the social media platform serves students either a stress reliever or becomes students' addiction. Social media is a kind of online copy of actual interpersonal communication. This study aims at exploring the population of senior high school and vocational high school students, these students in the age have two obvious features: One is the adoption of different strategies to present themselves and maintain their self-face. The other is the concerns about their relationship with friends. Based on the above mentions, this study explores senior high school and vocational high school students' self-presentation strategies on social media from two points of view – Social Capital and Self-face. This study further examines how the different self-presentation strategies have impacted on the students' social support. This study investigates Taiwan's senior high school and vocational high school students' self-presentation strategies on a social media website, Facebook. A field survey was conducted and a valid sample size of 1,416 was collected and analyzed by using Smart PLS. The findings of this study are as follows: 1. Social Capital has more significant influence on self-presentation strategy of Honest, whereas Self-face has more significant influence on self-presentation strategy of Deception. 2. Self-presentation strategy of Honest brings three kinds of social supports, whereas self-presentation strategy of Deception brings students low connection with the social circle, with merely weak and temporary supports. On the basis of the study findings, conclusions and suggestions are provided for further academic research.
44
孟廣華. "A Study of Bullying Types and Factors in Senior High School and Vocational High School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/58164693447661122025.
Full textAbstract:
碩士佛光大學
管理學系
101
The demographics of Taiwan have been changing severely in recent year, especially for the declining birthrate. Parents are very concerned about their children’s educational environment after the bullying event of the Bade Junior High School in Taoyuan. This problem has come into public notice. In order to understand the existent bulling situation of the senior high vocational school of Yilan County, the data was gathered from questionnaire. A total of 936 usable questionnaires (all questions answered) were gathered randomly from systematic sampling. The author wants to test the relationships between students’ individual personality, parenting style, school climate, and bulling negative reaction. The results suggest that gender, study performance, individual personality and school climate have a significant impact on different bulling behavior. However, these different bulling behaviors also cause psychological and physical harm. These suggestions are good reference for parents and school educator to deal with bulling behaviors. Implications for educators are to achieve effective prevention and reduce the incidence of bullying behaviors.
45
Lu, Jun-An, and 盧俊安. "A Study on Mathematics Study of Effects for Senior High School and Vocational High School Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/45888876640004640991.
Full textAbstract:
碩士國立雲林科技大學
技術及職業教育研究所碩士班
99
The purpose of this study was to explore mathematics study of effects for senior high school and vocational high school students.This study was based on the literature analysis and learning theory.Acorrding to the research factors,framework of theory and literature, this study induced three influential factors which included personal characteristics, self-efficacy and learning strategy. In addition, this study focused on investigation research method. On the basis of ”The survey on mathematics study of effects senior high school and vocational high school students”, a questionnaire was developed by the researcher.The samples of survey were 1,260 students in senior high school or vocational high school.The effective questionnaires were 1,080 copies. The descriptive statistic, t-test, one-way ANOVA, canonical correlation, stepwise multiple regression analysis and path analysis were conducted to test each research question.The researcher obtained subsequent results after statistical analysis as follow: 1. Students’ self-efficacy had significant differences in their sex, grade, school attribute, school type, tutorial and family education. Among self-efficacy of students, the score of adjustment and adaptation was the highest, and the level of confidence was the lowest. 2. Students’ learning strategy had significant differences in their sex, grade, school attribute, school type, tutorial and family education. Among learning strategy of students, the score of organization strategy was the highest, and the plan strategy was the lowest. 3. Students’ study of effects had significant differences in their sex, grade, school attribute, school type, tutorial and family education. Among study of effects of students, the score of organization strategy was the highest, and the plan strategy was the lowest. 4. Students’ self-efficacy ,the level of confidence and adjustment and adaptation were important factors to imfluence learning strategy. 5. Students’ self-efficacy ,the level of confidence and adjustment and adaptation were important factors to imfluence learning satisfaction, and the level of confidence was important factors to imfluence mathrmatical academic record. 6. Students’ learning strategy , organization strategy, plan strategy and support strategy were important factors to imfluence learning satisfaction, and organization strategy was important factors to imfluence mathrmatical academic record. 7. Students’ framework, self-efficacy, and learning strategy would predict mathematical study of effects, and the level of confidence was the best prediction. 8. Students’ learning strategy would affect directly on mathematical study of effects. Students’ self-efficacy was direct effect and through learning strategy an indirect effect mathematical study of effects.
46
chih-jen, chen, and 陳智仁. "Learning Satisfaction of Physical Education for Senior High School & Vocational High School Students in Kaohsiung." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/99632312953711222825.
Full textAbstract:
碩士臺北巿立體育學院
運動科學研究所
92
Learning Satisfaction of Physical Education for Senior High School & Vocational High School Students in Kaohsiung Graduate Studend：Chen,Chih-jen Advisor： Lin,Kuo-Juj Abstract The purpose of this study was trying to investigate the learning satisfaction of physical education for senior high school & vocational high school in Kaohsiung. On the other hand, a variety of variables such as gender, grade, and scale were selected to analysis the effects of learning satisfaction. The results could provide suggestions for physical educators to improve their teaching methods. For the purpose described above, we designed and distributed 1800 questionnaires and received 1326 responded valid copies. The recovery rate was 73.6%. After analysis the data collected from survey by descriptive statistics, independent sample t-test, one-way ANOVA, and Scheffe, results of this study are: 1. The average score of learning satisfaction is 3.49, which means moderately good as a whole. Educators’ teaching contents were especially good. By contrast, fields and equipments were much worse here. 2. Gender of students and scale of school would not significantly influence the learning satisfaction. 3. Students of junior grade, private and large scale school showed better satisfaction for physical education. Keywords: Physical Education, Learning Satisfaction, Kaohsiung, Senior High School & Vocational High School
47
HSUEH-FANG, TZOU, and 鄒雪芳. "AN ANALYSIS OF JOKE-TELLING AMONG STUDENTS IN JUNIOR HIGH SCHOOL, SENIOR HIGH SCHOOL AND UNIVERSITY." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/43725324081765716304.
Full textAbstract:
碩士國立高雄師範大學
英語學系
91
The present study was to investigate the interactions between participants among students from junior high school, senior high school, and university in terms of joke-telling. Both age and gender are taken into consideration in this study. This study recruited 240 students from university, senior high, and junior high in Kaohsiung as the subjects. Questionnaires were the major instruments utilized in this study. The data from the questionnaires was analyzed and displayed in terms of frequency and percentage. The major findings are summarized as follows: 1. The subjects of different ages and genders shared several similarities in their interactions with different social roles. (1) They had better relations with peers. (2) Concerning the relationships with the parents, it was found that the mother-child relationship was more prominent than the father-child one. (3) Their joking relationship with the teachers was distant. 2. In addition to social roles, different ages and genders had the same responses to people of different statuses. They were accustomed to interacting with people of equal status. On the contrary, they interacted less frequently with people of high status. 3. Gender might play a crucial role in the social interactions by joke-telling. (1) It revealed a slightly female-oriented type in joke-telling activities rather than the male-oriented type. (2) A single-gender interaction in joke-telling was explored in this study. 4. Age differences were not significant in the selection of preferred topics in terms of hearing and telling, where gender affected the preferences for jokes in terms of hearing and telling. Males preferred listening to and telling sex jokes, whereas females only preferred listening to sex jokes. 5. When it came to the interactions between topical jokes and status, and between topical jokes and gender, the subjects in each age group might follow social norms. According to the selection of topical jokes, the subjects might pay attention to people’s status as their age increased. In other words, no matter which status the joke hearers or tellers belonged to, the subjects gradually became aware of choosing appropriate topics for them. Also, they seldom used sex jokes to people of the opposite gender to avoid the loss of face or embarrassment. 6. The subjects in each age group employed both the solidarity politeness system and hierarchical politeness system in joke-telling. The solidarity politeness system prevailed over the hierarchical politeness system because the subjects preferred to interact with equals a lot. However, the interaction with people of high status suggested an asymmetrical relationship.
48
Luka, Chen-ting Chen. "Textbook Selection for Senior High School Students in Greater Taipei Area." 2002. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2603200719123532.
Full text
49
Chiu, En-Hui, and 邱恩匯. "Principle components analysis of money value on senior high school students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/06107274451272084705.
Full textAbstract:
碩士中華大學
應用數學學系(所)
96
Abstract The purpose of the study is to understand the senior high school students’ value of money, the consumption behaviors and other related conditions. The research method is questionnaire survey. The 303 participants are freshmen, sophomores, and seniors randomly chosen from 10 classes in Hsinchu County Hukou High School. The three major measurements are the subjects’ basic information, usage of allowance and value of money analyzed by SPSS12.0, including descriptive statistics, factor analysis, principle components analysis, and reliability analysis. Through principle components analysis, there are seven factors to influence senior high school students’value of money: achievement, money deposited, power and prestige, anxiety for money, money behaviors, emotions related to money and budgeting behaviors. The results of the study show : (1) Money is equal to success and it brings out the high achievement in the value of senior high school students; (2) the students who have the allowance tend to use money under a plan; (3) the students who have the allowance have the tendency to view money as power and prestige; (4) the students who have the allowance feel unsafer or more anxious; (5) the students who have the allowance have the special impact on their behavioral performance; (6) if the students could not manage and use money well, money would lead to abuse; (7) the students who have the allowance tend to have a plan to reserve the budget. In conclusion, according to the results, the researcher provides the suggestions for teachers, parents and future researchers. Keyword: senior high school students, value of money, the behavior of using money
50
Su, Yi-chi, and 蘇意琪. "Exploring the Learning Adjustment of Dance-Talented Senior High School Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/12134196367009818533.
Full textAbstract:
碩士國立臺南大學
特殊教育學系碩士班
98
The purpose of this research was to explore the learning adjustment of the dance-talented high school students in Taiwan. The research design of qualitative multi-case study was utilized to find out what difficulties they encountered in their academics and dance enrichment courses, and how they coped with them. Five participants were recruited, and the process of data collection, involving document review, observation, and in-depth interviews with the participants, took approximately one year. Many themes emerged after careful data analysis. Major themes related to dance enrichment courses were the increase in the rigor of dance courses, the challenge of physical limits, the boredom from arduous learning, and the intense pressure from strict teachers and competition. Major themes related to academics were the increase in the difficulty level of academic courses, the decrease in study time, and the influence of the awareness of self-learning responsibility. To cope with the difficulties mentioned above, they took the following measures: making good use of time, enhancing the understanding of learning materials, employing inner speech, cultivating a strong will for self-fulfillment, using benevolent competition for self-improvement, and seeking others’ help. These themes were discussed in the context of the existing literature, and suggestions for the education of dance-talented students were also provided.