A Study on Junior High Students ’ English Learning Achievement in Taiwan CamilaShelly January, 15, 2010.

A Study on Junior High A Study on Junior High Students’ English Students’ English Learning Achievement in Learning Achievement in TaiwanTaiwan

CamilaCamilaShellyShelly

January, 15, 2010January, 15, 2010

Things to Talk About:Things to Talk About:

English Learning Achievement English Learning Achievement TestTest

Item Analysis---IF, ID, DI, and BIItem Analysis---IF, ID, DI, and BI Research QuestionsResearch Questions Statistics for Each RQStatistics for Each RQ Q and AQ and A

English Learning AchievemenEnglish Learning Achievement Achievementt Achievement Take a look at the test Take a look at the test and and

its results of the statistics its results of the statistics Take a look Take a look at the revised test at the revised test

and doing the statistics analysisand doing the statistics analysis

CRT OR NRT?CRT OR NRT?

Norm-Referenced Test---IF and IDNorm-Referenced Test---IF and ID If =Item facility: the proportion of If =Item facility: the proportion of

students who answered a students who answered a particular item correctly.particular item correctly.

ID= Item discrimination:ID= Item discrimination: ID= IF ID= IF (upper1/3)(upper1/3) – IF – IF (lower1/3)(lower1/3) Look at the excel:Look at the excel:

Criterion-Referenced TestCriterion-Referenced Test DI=Difference index: DI=Difference index: The item facilityThe item facility

on the particular item for the postteston the particular item for the posttest minusminus the item facilitythe item facility for that same for that same item on the pretestitem on the pretest..

BI=B-index: BI=B-index: the item facilitythe item facility on the on the particular item for the students who particular item for the students who passed the testpassed the test minusminus the item facilitythe item facility for the students who failed.for the students who failed.

Research QuestionsResearch Questions

Are there any difference in English Are there any difference in English achievement between different genders?achievement between different genders?

Does SES have a strong correlation with Does SES have a strong correlation with students’ English grades in two classes?students’ English grades in two classes?

Does learning at cram school after Does learning at cram school after school have a positive relationship with school have a positive relationship with students’ English grades in both classes?students’ English grades in both classes?

Statistics for each Statistics for each RQ1:RQ1: Are there any difference in English achAre there any difference in English ach

ievement between different genders?ievement between different genders?

Analyze->Descriptive-> DeAnalyze->Descriptive-> Descriptivesscriptives

Graphs->Legacy Dialogs-> BoxGraphs->Legacy Dialogs-> Boxplot->simple->defineplot->simple->define

Box-plot-01Box-plot-01

Graphs->Legacy Dialogs-> Graphs->Legacy Dialogs-> Boxplot->clusterBoxplot->cluster

Boxplot-02Boxplot-02

The mean of girls’ English grades The mean of girls’ English grades (85.42) is higher than (85.42) is higher than boys’(79.76).boys’(79.76).

The standard deviation of girls’ The standard deviation of girls’ English grades (11.042)is lower English grades (11.042)is lower than boys’ (19.447). than boys’ (19.447).

Statistics for each RQStatistics for each RQ

Does SES have a strong correlation wDoes SES have a strong correlation with students’ English grades in both ith students’ English grades in both classes?classes?

Analyze->Descriptive Stat-Analyze->Descriptive Stat-> Descriptives> Descriptives

Results:Results:

*. Correlation is significant at the 0.01 level (2-tailed).*. Correlation is significant at the 0.05 level (2-tailed).

R=.1 ( 低相關 )

R=.3 ( 中相關 )

R=.5 ( 高相關 )

Scatterplot—class 306Scatterplot—class 306(effect size=.461(effect size=.461 高相關高相關 ))

Effect size=.01(samll)

.09(Median)

.25(Large)

Scatterplot—class 311Scatterplot—class 311(effect size=.154 (effect size=.154 中相關中相關 ))

Statistics for each RQStatistics for each RQ

Does learning at cram school after scDoes learning at cram school after school have a positive relationship withool have a positive relationship with students’ English grades in both ch students’ English grades in both classes?lasses?

Statistics for each Statistics for each RQ3:RQ3: