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A Study of Learning Attitudes and Learning Disturbances of Comprehensive High School Students in Taipei
comprehensive high schools
Abstract The purpose of this study was to understand the learning attitudes and disturbances of the students in the second and third grades in comprehensive high schools in Taipei City and to explore the factors that affected learning attitudes and disturbances. The findings were provided for comprehensive senior high schools and the competent educational authority with concrete suggestions. To begin, the study reviewed the relevant documents as the theoretical basis and then collected information through “questionnaires.” The target of the study was the second and third graders at the nineteen comprehensive high schools. The data from the questionnaires were analyzed by frequency distribution, percentage, average, standard deviation, one way ANOVA and independent sample t- test, etc. The research conclusions were as followings: 1. Students at comprehensive high school had positive learning attitudes. 2. Boy students were more satisfied with teachers’ teaching attitude, loving care and attention than girl students were；however, girl students thought that classmates were good partners to assist and solved learning disturbances. 3. Students of scientific program were more satisfied with teachers’ teaching attitude, loving care and attention than those of commercial and social programs. 4. Students with different academic grades had different attitudes towards the whole learning, the teachers, and the students themselves. The higher grades the students get, the better attitudes the students had. 5. For students at comprehensive high schools, personal factors caused higher learning disturbances；however, family factors caused lower learning disturbances. 6. Boy students at comprehensive high schools thought that family factors caused higher learning disturbances than girl students did. 7. Second graders at comprehensive high schools thought that personal factors caused higher learning disturbances than third graders did. 8. Students with different academic grades showed differences in overall learning disturbances. Those with lower grades had more disturbances. 9. “Overall learning disturbances”of students at comprehensive high school had negative relationship with “overall learning attitudes.”
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