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1
Baloglu, Ezgi. "Senior Students." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613852/index.pdf.
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Self-efficacy refers to people&rsquos judgments of their own abilities about a specific situation. The present study examined self-efficacy beliefs of senior students about using ESP (English for Specific Purposes) in their prospective careers. For this purpose, a new scale was developed by the researcher. The predictive power of certain variables (gender, English course grade, watching English language films, reading English language books, listening to English language songs) was investigated through multiple regression analysis. The study was conducted at a private university in Ankara and 303 senior students participated in the study. Exploratory factor analysis (EFA) was performed to determine the factor(s) in the questionnaire. EFA provided evidence for two factor solution and they were named as Academic Reading-Writing Skill (ARWS) and Academic Communication Skill (ACS). Cronbach&rsquo
s alpha coefficients of both ARWS and ACS scales were .97 for each which was a satisfactory result. The results of multiple regression analysis showed that the model of the combination of variables which were gender, reading English language books, watching English language films, listening to English language songs and English grade significantly predicted both ARWS and ACS scores of the participants. The variables which were reading English language books, watching English language films and English course grade significantly predicted both ARWS and ACS scores of the participants. Listening to English language songs predicted ACS scores but not ARWS scores. However, gender predicted neither of them.
2
Brown-Wujick, Christina A. "Student Employment during Senior Year of Undergraduate Study." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7605.
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This study filled a gap in the higher education literature regarding whether a relationship exists between students’ employment location on or off campus, students’ identification as either native or transfer, and academic success as measured by self-reported grades for full-time seniors between the ages of 20-23 who enrolled in urban colleges and universities. The researcher used the National Survey of Student Engagement survey to collect data. It was administered to students during the 2013 or 2014 administrations at urban colleges and universities, with the purpose of representing the senior cohorts of students at their college or university during the years of administration. The researcher performed a secondary data analysis of the survey responses to the National Survey of Student Experiences of senior students who fit the sampling criterion, with the permission of Indiana University Center for Postsecondary Research. The results showed that, for both native and transfer senior student cohorts, as work hours off campus increased, there was a decrease in self-reported grades. In contrast, both native and transfer students who worked on campus enjoyed higher self-reported grades, and students who worked on campus performed better academically than even those students who did not work at all. Finally, the researcher noted no significant difference between the senior native and transfer student populations’ experiences with employment location and grades.
3
Senita, Julie A. "Defining Critical Thinking Experiences of Senior Nursing Students." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1491305761316241.
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4
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.
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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.
5
Kelly, Brighid. "Perception of professional ethics among senior baccalaureate nursing students /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487584612166245.
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6
Patis, Anthony Powis, and n/a. "Senior school writing : a study of the content and form of writing in senior secondary English." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061031.142022.
Full textAbstract:
This study focuses on the writing of senior students in the subject
English at an ACT secondary college. Several features of the ACT
education system are relevant. There is a high retention rate, so the
sample is a broad one. The curriculum is school based, as is assessment.
There are separate courses for those seeking tertiary entrance (TE) and
those seeking to complete their education at Year 12 (Accredited).
The theoretical basis of the study is provided by the work of a number
of linguists with an interest in school language, in particular Graham
Little. 255 samples of writing have been analysed, taking account of the
function and forms of language. The function, or meaning, has been
analysed in terms of content, abstraction, purpose and audience.
The writing in the Accredited course is evenly distributed between the
human and material worlds, three quarters is informational and one
quarter Imaginative. The level of abstraction shows a predominance of
reporting and generalising. Writing in the TE course is 60% concerned
with the human world and reaches higher levels of abstraction such as
speculation and hypothesising. The audience is academic. Compared with
earlier findings, this study shows more human content and higher levels
of abstraction.
Language functions through selective use of forms. The aspects of form
analysed are vocabulary, abstraction of noun phrase, sentence length and
sentence sequencing. Figures produced were largely consistent with
earlier studies; however the TE group shows higher syllable counts,
greater abstraction of noun phrase and longer sentences than the
Accredited group. Creative writing brings the groups closest together.
Handwriting, spelling and punctuation are examined. Handwriting is
always legible, spelling close to 98% correct and 84% of full stops are
correctly used. A small number of scripts produce most of the errors in
both spelling and punctuation.
The achievement of students as revealed by this study of writing is
consistent with earlier studies although the students represented here
demonstrate higher levels of abstraction. The curriculum contains more
human content and is commendably comprehensive, although there is
less poetic and expressive writing than might be expected.
This form of language analysis is recommended for its concentration on
the language actually produced in class, the insights it provides for
teachers and the information it provides for meaningful public
discussion of education.
7
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.
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8
Shannon, Maureen Graves Heather Brodie. "Senior learners motivations and composition strategies for teaching students 55+ /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9804936.
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Thesis (Ph. D.)--Illinois State University, 1997.Title from title page screen, viewed June 13, 2006. Dissertation Committee: Heather Graves (chair), Janice Neuleib, Ronald Strickland. Includes bibliographical references (leaves 129-136) and abstract. Also available in print.
9
Lam, Yin-wan, and 林燕雲. "Senior secondary students use of web-logs in writing Chinese." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37198361.
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10
Chow, Tsui Twiggy, and 周翠. "How senior primary school students perceive their own study problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B43894252.
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11
Al-Ahmadi, Fatheya Mahmood. "The development of scientific thinking with senior school physics students." Thesis, Connect to e-thesis, 2008. http://theses.gla.ac.uk/241/.
Full textAbstract:
Thesis (Ph.D.) - University of Glasgow, 2008.Ph.D. thesis submitted to the Faculty of Education, Department of Educational Studies, University of Glasgow, 2008. Includes bibliographical references. Print version also available.
12
Chow, Tsui Twiggy. "How senior primary school students perceive their own study problems." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B43894252.
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13
Themduangkhae, Wunporn. "What motivates senior students to work in hospitality and tourism industry a case study of senior students in Hospitality and Tourism Program at UW-Stout /." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002themduangkhaew.pdf.
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14
Knight-Mudie, Karen, and n/a. "Attitudes towards art competitions of senior secondary art students and teachers." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060811.154408.
Full textAbstract:
Growing concern for the popularity of art competitions
that encourage participation of secondary school senior
art students is reflected in debate by many Australian
art educators. It appears that acceptance of the
external goal of winning a prize may demonstrate that
many students and teachers have not fully considered
the adverse implications of extrinsic rewards on
learning strategies relevant to artistic behavior. On
the other hand the benefit of exhibitions of student
art work appears to be overshadowed by the prevalence
of art competitions.
This study surveys attitudes and perceptions of art
teachers and secondary senior art students towards art
competitions supported by the school.
Subjects include secondary senior art students and
teachers from selected Brisbane Independent Schools.
It appears that participation in art competitions is more frequent in these schools. Results may prove
beneficial to art educators who are concerned with the
issue of extrinsic rewards for artistic behavior.
15
Cronin, Patrick Joseph. "A computer-assisted scientific literacy development plan for senior secondary students." Curtin University of Technology, Science and Mathematics Education Centre, 1994. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=14843.
Full textAbstract:
This study provides a definition of scientific literacy applicable to secondary school science students. The definition was developed from theories about cognitive processes, the discourse of science, the language register of science and cognitive writing processes. A computer-assisted Scientific Literacy Development Plan was formulated and classroom research undertaken to test its effectiveness. A model of cognitive writing was used as an application of the Scientific Literacy Development Plan in classroom research. The model is called a HyperCard Pathways writing model.The research methodology was a combination of qualitative and quantitative methods and took place in three phases over three academic school years. The HyperCard Pathways model of writing was developed in modules for the topics of the Year 11 Physics Extended Subject Framework of the Senior Secondary Assessment Board of South Australia. Students used the modules for the completion of required pieces of writing in science as part of the requirements for the South Australian Certificate of Education. Results indicated that the Scientific Literacy Development Plan was an effective tool for the enhancement of scientific literacy of Year 11 physics students and there was potential for the use of the plan in other science subjects. A number of teachers incorporated the techniques of the Scientific Literacy Development Plan into their regular course schedules.In conjunction with the classroom research, a method to assess explanation genre essays was developed called the Scientific Explanation Genre Assessment Scheme. This was trialled independently of the trials of the Scientific Literacy Development Plan and was found to be used reliably by teachers of Year 11 physics. The effectiveness of the computer-assisted Scientific Literacy Development Plan was demonstrated by evidence of improvement in scientific ++writing beyond that of normal practice. The products of this research: lesson plans, computer discs, and supporting materials were developed to be of assistance to other teachers. The materials can be adapted to other modules in the science curricula, and, following this project some teachers have chosen to do this.
16
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.
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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.
17
Yee, Susan. "A comparison between junior and senior university piano students' health factors." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0013/MQ42116.pdf.
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18
Arp, Robert K. "A strategy for commitment to sexual purity among senior high students." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
Full textAbstract:
Thesis (D. Min.)--Erskine Theological Seminary, 1995.Abstract. Includes senior high leader's guide, Maintaining sexual purity in a sexually confusing world. Includes bibliographical references (leaves 149-154).
19
Brabham, Deborah Denise. "Senior Nursing Students' Knowledge, Attitudes, and Perceived Competency about Older Adults." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/hpd_con_stuetd/48.
Full textAbstract:
Background: Nurses entering the workforce may have limited education in gerontological nursing. Therefore, many nurses are unprepared to provide quality care to older adults. An unprepared nursing workforce could negatively influence older adults’ health outcomes and care experience. Purpose: To determine differences in senior nursing students’ knowledge, attitudes, and perceived competency about older adults based on enrollment in a bachelor of science in nursing degree (BSN), associate’s degree nursing (ADN), and practical nursing (PN) program that offers geriatric content in curricula. Theoretical Framework: Bandura’s social cognitive theory, triadic reciprocal determinism model provided the theoretical framework. Methods: A non-experimental, descriptive survey design with a convenience sample of students enrolled in a BSN, ADN and PN program. A total of 178 students participated in this dissertation study. Palmore Facts on Aging Quiz 2, Kogan’s Attitudes Toward Old People Scale, and the Hartford Geriatric Nurse Competency tool was used to collect data. Results: Students enrolled in BSN, ADN, and PN programs demonstrated limited knowledge about facts on aging. Students’ attitudes toward older adults were positive, and a correlation was found between knowledge and attitudes. Students perceived competency about older adults were high, but purely subjective. Students’ preference to work with older adults post graduation in the PN group were higher compared with students in both the BSN and ADN group. Conclusions: This study underscore the need to systematically design an evidence-based curriculum inclusive of geriatric content across (BSN, ADN, and PN) programs to prepare the future nursing workforce to care for older adults.
20
Bonsey, Anna C. "Navigating Hookup Culture: Critical Perspectives from Students in Their Senior Year." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/999.
Full textAbstract:
This study explores college students’ attitudes towards hookup culture, and how these attitudes potentially shift over their four years in college. More specifically, I examine how being a student at a women’s liberal arts college influences students’ interactions with the hookup culture, and how the education they receive shapes these interactions. I conducted in-depth interviews with 11 students at Scripps College, all in the spring semester of their senior year. I investigate themes including: pluralistic ignorance, sex positivity and female empowerment, criticisms of gendered stereotypes, and race and class dynamics within the hookup culture.
21
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.
22
Hsu, Che-Nan, and 許哲男. "A Study on Values of Senior High and Senior Vocational Schools Students in Taiwan." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/qn284y.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
95
The study was to discover the values items which senior high and senior vocational school students concerned and the difference of values concerned under the different related factors. The method used in the study was questionnaire survey and the stratified random sampling was taken to take the sample. Sampling for students’ portion: 2520 copies of questionnaires were dispatched, and 2145 responses were collected. The valid questionnaires were 2001 copies, and valid return ratio was 79.40%. Those valid questionnaires were analyed by using SPSS program for Windows as descriptive statistical, one-sample t-test and MANOVA. The major findings of the study are as following: 1.The values which the common consensus of senior high and senior vocational school students could be separated into 16 items which are health, lineaments, the performance of self- capacity, sense of belonging, sense of security, self-confident of interpersonal interaction, morality, social skills, the status of group members, relative’s love, friendship, romantic relationship, steady of job, responsibility, self-realization. 2.The values items which senior high and senior vocational school students concerned are self-confident of interpersonal interaction, sense of belonging, the status of group members, relative’s love, friendship, romantic relationship, steady of job, morality, responsibility, and self-realization. 3.The difference exists in some values which students concerned under the diversities of sex and grade in the factors of personal background. 4.The higher level of education of parents, and more harmonious of the atmosphere in family, the more important cognition in most values items. There is no significant difference in most values items which students concerned under the diversities of student living statues in the factors of personal background. 5.The importance cognition in most values items of students who majoring in normal education are higher than the students majoring in other educational systems in the factors of school background, and there is no significant difference in most values items which students concerned under the diversities of school established and maintained, student categories, and the programs of comprehensive high school in the factors of school background.
23
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.
24
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.
25
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.
26
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
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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.
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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.
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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.
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HUANG, JUI-MING, and 黃瑞銘. "The Aquatic Plant Conception of Elementary School Senior Students." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/26752878733710299648.
Full textAbstract:
碩士國立臺中教育大學
自然科學教育學系碩士班
94
The Aquatic Plant Conception of Elementary School Senior Students ABSTRACT This study is wanted to realize the difference of elementary school senior students' aquatic plant conception among some factors, and to explore the situation of students' aquatic plant conception and the cause of alternative conception. According to the curriculum, the open questionnaire was developed. From the response of open questionnaire and related papers, “ Test of Elementary School Senior Students' Aquatic Plant Conception” was designed. Moreover the “Interviewing Outlines of Aquatic Plant” was also formed to explore the cause of forming alternative conception. We use the purposive sampling method to choose four elementary schools, there were two schools with aquatic plant ponds and the others without them. The two fifth grade classes and two sixth grade classes were selected for the test from each school. There were 501 effect samples totally. There were 16 students (8 fifth graders and 8 sixth graders) chosed for the semistructured interviews. Only 46.75％ correct response were there these students to the “ Test of Elementary School Seniors students' Aquatic Plant Conception”. However, It was showed that the sixth grader was better than the fifth grader. The students in the campus with separative designed aquatic plant pond were better than those in the campus with the synthetic designed aquatic plant pond. Presenting the realia in the class was better than showing pictures or media. The students with the experiences of planting aquatic plant over a month was better than those under a month and without experiences. There were no significant influence on the conception of aquatic plant between the two genders and the campus with/without aquatic plant pond. According to the information of interview, most of the students（11/16） thought that the aquatic plants acquire nutrient from the outside. They felt vague about the structures of flowers, and they also regarded the underground stem as the fruit. It was also found that some students didn’t know that fruits is developed from the flowers. It is suggested that （1）The aquatic plant pond in campus could be separative designed. （2）The curriculum plan of the conception of plant reproduction could be reviewed. （3）The teachers could have better to demonstrate the realia of aquatic plant in class and encourage students to spend more time in cultivating aquatic plants. Keywords: Alternative Conception, Aquatic Plant, Aquatic Plant Pond
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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.
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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.
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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.
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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.
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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.
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CHANG, CHIA-CHI, and 張家綺. "The Study on Teacher-student Relationship and LearningMotivation of Senior High Schools Students in Taichung." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/94747498770433301459.
Full textAbstract:
碩士國立臺中教育大學
教育學系
104
The purpose of this study is to discuss the relation between teacher-student relationship and learning motivation of senior high schools students, to find out the current situation of teacher-student relationship and learning motivation, to find out whether the different perceptions of teacher-student relationship affect the learning motivation; finally, to compare the differences of students’ background variables. Senior high schools students in Taichung were the subject for this study. The study was conducted by a questionnaire survey; the questionnaire survey are two parts: include teacher-student relationship and learning motivation. In total 860 copies of the questionnaire were distributed for the research, of which 809 copies are effective. This accounted for an effective rate of 94%. After the empirical research, the major findings were as follows: 1. Teacher-student relationship and learning motivation in Taichung showed a medium-high degree of relevance. 2. There was obviously positive correlation between teacher-student relationship and learning motivation. The students had more perception of teacher-student relationship, and they had more learning motivations. 3. The teacher-student relationship of the senior high schools students show the differences in gender, grade, division and school attribute, but not in school characteristic. 4. The learning motivation of the senior high schools students show the differences in gender, and grade, but not in division, school attribute, and school characteristic. Based on above findings, the study offers suggestions for teachers, students and further research respectively.
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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.
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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.
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Chuang, Li-Wen, and 莊立文. "The Information Literacy of Senior Highschool Students at Kaohsiung County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/15264859498992518424.
Full textAbstract:
碩士義守大學
資訊管理學系碩士班
96
Information literacy is a basic ability of the modern citizen in the 21st century. Only people who have enough information literacy are able to access, evaluate, organize and integrate information effectively with the appropriate methods, while following the exigencies of information ethics. Thereby, they can think critically, conduct self-oriented learning, and increase their own ability to solve their information needs. The Ministry of Education’s vision of future information education is based on providing a life-long, easy-to-access information education. This study aims to explore the results of the government’s investment to increase both the hardware and software facilities for all levels of schools, in order to increase student’s information literacy. The subjects of this study are students of senior high schools and vocational schools at Kaohsiung County, to explore variations in information literacy on the part of students from different backgrounds and information situations. This thesis begins with the literature reviews of information literacy related theories and researches. It then analyzes a survey done between the period of November 2007 to March 2008 on 1,150 students randomly chosen from the 22 senior high schools and vocational schools at Kaohsiung County. The survey was done using questionnaires with validity and reliability, and was analyzed via descriptive statistics, percentage, mean, standard deviation, chi-square test, t test, and one way ANOVA. The research produced the following findings: 1. Gender and students’ parents with higher education are two factors which exhibit significant difference in students’ information literacy. 2. The types and locations of the school exhibit a significant difference in information literacy. 3. The information environment for the students at Kaohsiung County is well designed and organized. 4. The present information literacy level of the students reaches a medium-high standard. 5. Students from a better information environment have better information literacy. 6. Students believe that interacting with classmates, participating in relevant seminars in school, and self-learning help to effectively enhance information literacy.
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Cho, Tsang-chi, and 卓滄啟. "Online Game Experiences in Senior Elementary Students and Relevant Variables." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/84165123958725787470.
Full textAbstract:
碩士南華大學
資訊管理學系
100
In the ongoing advancement of technology and the prevalence of computers and the broadband Internet, the Internet has become one of the most essential tools to engage in leisure activities and obtain information. Data collecting, making friends, shopping, and playing games, in which online games are popular among teenagers, are provided by the Internet. In this study, we investigate online game experiences in senior elementary students and relevant variables. Participants in this study are 5th to 6th grade students from various elementary schools in Taiwan. A survey using a “questionnaire on online game experiences and relevant variables” was conducted. The questionnaire had four sections: personal information, online game experiences, motives for participating in online games, and lifestyle. Hypotheses in this study were verified using statistical methods such as descriptive statistics, chi-square test, independent sampling t test, and one-way ANOVA. Results of this study showed that 87% of students have played online games. Most students prefer to play free online games. The age of initial contact to online games changes in a descending manner. Using different background variables, participating motives, and lifestyles, some user experiences have showed significant differences. These study results can be a basis for government authorities in deciding education policies, for parents and teachers to provide counseling to students, for online game providers to design and advertise their products, and for future studies in academic fields.
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ZHONG, MING-FENG, and 鍾明峰. "Factors Influencing Off -Campus Activity of Senior Elementary School Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/84837770903030259140.
Full textAbstract:
碩士中華大學
應用統計學系碩士在職專班
100
The purpose of this study is to explore the implementation of the off-campus activities on the senior elementary school students in Taichung city. The questionnaires were conducted focusing on the grade 5/6 students to capture information of their school background and the motives for joining the off -campus activity. The specific aim is to analyze the factors of how they develop personal growth on cognitive, affective as well as psychomotor performances. According to various researches through the method of ANOVA, there are five influencing factors regarding the implementation of the off-campus activity as follows: A: Sentimental factors B: The contents of activity C: The learning motive D:The school background E: Individual background
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Li, I.-Dar, and 李一德. "Attitudes toward Military Education among Senior High and College Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/57818860465351166145.
Full textAbstract:
碩士國立中山大學
高階公共政策碩士班
100
The purpose of this study is to explore the cognition of national defense education among students of general/vocational senior high schools or above in southern Taiwan. The theoretical basis for this study is explored with a review of the relevant literature. From this, the research framework and tools are established and designed respectively. Stratified random sampling is adopted with students of general/vocational senior high schools or above in southern Taiwan as the research subjects. A total of 600 questionnaires were issued and 568 valid copies were collected, reaching a return rate of 95%. The data of valid questionnaires are analyzed via Independent Samples t-test and One-Way ANOVA. After data processing and analysis, the results are as follows: I. Students of general/vocational senior high schools or above in southern Taiwan have a medium-upper level of cognition with respect to national defense education. II. General/vocational senior high school or above level students in southern Taiwan are significantly different in their cognition with respect to national defense education due to variables in their personal backgrounds. 1. Male students have a significantly perceive the aspects and overall concepts of national defense education better than female students. 2. Students of public schools have stronger “cognitions” and “attitudes” concerning national defense education and perceive the overall concepts of national defense education better than those of private schools. 3. Students of general/vocational senior high schools show stronger “cognition” towards national defense education than college/university students; students of vocational senior high schools show stronger “cognition concerning the overall national defense education” than vocational college/university students. 4. Students who have joined national defense education related activities two or three times show a stronger “attitude” than those joining related activities no more than once. 5. Students attend school in Tainan city show stronger “behavior,” “cognition,” and “cognition concerning overall national defense education” than those who attend school in Kaohsiung city.
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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.
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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.
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CHIH-HSIEN, HUNG, and 洪志賢. "An Analysis on Vocational Identity of Vocational Senior High Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/18853843314946004339.
Full textAbstract:
碩士國立高雄師範大學
工業科技教育學系
104
This study was designed to investigate the factors that vocational students' professional identity, with an automotive division of public and private vocational schools in the southern for the study, the researchers use a professional identity self-questionnaire for the survey tool to “self-achievement”, “work environment”, “salary paid”, “life meet”, “welfare”, “additional value”, “job security”, “social prestige” eight factors to learn vocational students' professional identity status. The study was included Descriptive statistics, t-test, one-way ANOVA and Scheff's method for data analysis. The results found that: The overall professional identity is positive, but only a little bit higher than average. The public school students were significantly higher than private school students in “self-achievement”, “work environment”, “salary paid”, “welfare”, “additional value”, “job security”, “social prestige”, and the “overall” of professional identity. The practical skill class students were significantly better than school of continuing education students and full-time students in the “overall” of professional identity. Third grade students are better than second grade students in “salary paid”, “welfare” and “additional value” of professional identity. Students have work experience during school does not satisfy on “lives meet” of professional identity. Keywords: Vocational Students, Professional Identity, Welfare benefits System
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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.
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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.
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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.
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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.
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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