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A Study on Junior High
Students’ English Learning
Achievement in Taiwan
Camila
Shelly
January, 15, 2010
Things to Talk About:
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English Learning Achievement Test
Item Analysis---IF, ID, DI, and BI
Research Questions
Statistics for Each RQ
Q and A
English Learning
Achievement Achievement
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Take a look at the test and its results
of the statistics
Take a look at the revised test and
doing the statistics analysis
CRT OR NRT?
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Norm-Referenced Test---IF and ID
If =Item facility: the proportion of
students who answered a particular
item correctly.
ID= Item discrimination:
ID= IF (upper1/3) – IF (lower1/3)
Look at the excel:
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Criterion-Referenced Test
DI=Difference index: The item facility on
the particular item for the posttest minus
the item facility for that same item on the
pretest.
BI=B-index: the item facility on the
particular item for the students who passed
the test minus the item facility for the
students who failed.
Research Questions
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Are there any difference in English
achievement between different genders?
Does SES have a strong correlation with
students’ English grades in two classes?
Does learning at cram school after school
have a positive relationship with students’
English grades in both classes?
Statistics for each RQ1:
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Are there any difference in English
achievement between different genders?
Analyze->Descriptive->
Descriptives
Graphs->Legacy Dialogs->
Boxplot->simple->define
Box-plot-01
Graphs->Legacy Dialogs> Boxplot->cluster
Boxplot-02
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The mean of girls’ English grades
(85.42) is higher than boys’(79.76).
The standard deviation of girls’ English
grades (11.042)is lower than boys’
(19.447).
Statistics for each RQ
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Does SES have a strong correlation
with students’ English grades in both
classes?
Analyze->Descriptive
Stat-> Descriptives
R=.1 (低相關)
Results:
R=.3 (中相關)
R=.5 (高相關)
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
Scatterplot—class 306
(effect size=.461高相關)
Effect
size=.01(samll)
.09(Median)
.25(Large)
Scatterplot—class 311
(effect size=.154 中相關)
Statistics for each RQ
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Does learning at cram school after
school have a positive relationship
with students’ English grades in both
classes?
Statistics for each RQ3: