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An Investigation of Teachers’ and Students’ Perception of Service-Learning in Junior High Schools in Kaohsiung
junior high school
The purpose of this study is to understand the views of teachers and students from junior school in Kaohsiung on Service-Learning. The questionnaire is made for the administrators who promoting Service-Learning, the teachers who execute Service-Learning and the students who participate in Service-Learning. The purpose of this questionnaire survey is to understand the status of implementation of Service-Learning in Kaohsiung junior high school; further realize the experience of reflection in Service-Learning on the differences of Service-Learning steps, characteristics and effectiveness, and also understand the views of Service-Learning steps and characteristics to the predicting factors of the characteristics and effectiveness of Service-Learning characteristics. To sum up the results of this questionnaire survey, it used descriptive statistics, independent samples T-test, stepwise multiple regression and other statistical methods for data analysis to propose the conclusions and recommendations as follow. The perception of present situation on Service-Learning to teachers and students, there are four findings: First of all, the hours of teachers’ and students’ participation in Service-Learning are increasing, however, the teachers and administrative staffs are slightly lack of knowledge. The type of Service-Learning implementation is based on "indirect services". Second, the quality of "learning-based" is not considered factors when schools promote Service-Learning. Third, in the three implementations of "preparatory phase", "service stage", and "celebration stage", the teachers and students of junior high school in Kaohsiung have the minimum recognition on "celebration stage". The various steps of reflection are not taken seriously. Finally, students participate in the Service-Learning because of the implementation of 12-year Compulsory Education, which made the less recognition need of the “importance of value" in Service-Learning. In the different perceptions of different identities about service learning, there are three points of views: First of all, there is no significant different perception about "preparatory phase" and "service stage" of Service-Learning among students and teachers in junior high school in Kaohsiung; however, it is significantly different on the viewpoint of "celebration stage". Second, there are no significant concepts on the characteristics of "collaboration and reciprocity" and "diversity and social justice focus" to students and teachers in Kaohsiung junior high school, but on the nature of "learning-based", the concepts have conspicuous difference. Third, on the viewpoint of the effeteness of service- learning is similar among students and teachers in Kaohsiung junior high school. There are three statuses in different viewpoints to reflection: Firstly, the viewpoints on the executive steps of Service-Learning have more feedback than those who do not. Secondly, the viewpoints on the characteristics of service learning -learning have more feedback than those who do not. And thirdly, the viewpoints on the effeteness of Service-Learning have more feedback than those who do not. The situation of prediction - learning of teachers and students, there are three different statements: First, the opinion on the executive step of “service stage “is the most effective factor to predict the characteristics of the "collaboration and reciprocity" and the “learning-based.” Second, the opinion on the step of “service stage” is the most effective factor to predict the effeteness of the “people interaction” and the “personal and social development.” Third, the opinion on the characteristics of “collaboration and reciprocity”, “learning-based”, and “diversity and social justice focus " is the most effective factor to predict the effeteness of “people interaction”, “personal and social development”, and “the importance of value “respectively. In terms of research proposals, the suggestions for educational administrative authorities are as followed. Firstly, amend the related regulation of Service-Learning. Secondly, enhance the promotion of Service-Learning. Third, plan a complete training course of Service-Learning. The last, provide enough budget and resource for Service-Learning projects. As for the suggestions for the administrative departments in schools are adopt Service-Learning projects into the regular activities and formal courses, and create a project promoting group along with the evaluation system. For the teachers and administrators, there are four suggestions. First, the venue of Service-Learning should be outside schools. Second, the type of Service-Learning should be direct instead of indirect. Third, different types of Service-Learning should apply different key points of executive ways. Fourth, enhance the design of Service-Learning and the reflection on different stages, and help students to transform the extrinsic motivation to intrinsic motivation.
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