頁籤選單縮合
題 名 | 我國國中學生智能分配與學業成就 |
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作 者 | 林義男; | 書刊名 | 國立臺灣師範大學教育研究所集刊 |
卷 期 | 15 1973.06[民62.06] |
頁 次 | 頁左1-128 |
關鍵詞 | 分配; 國中學生; 智能; 學業成就; |
語 文 | 中文(Chinese) |
英文摘要 | The main purpose of this study was to present an investigation and analysis of the distribution of intelligence and the academic achievement of junior high school students, and their relationship. The subjects were 4146 ninth graders, sampled from urban and rural junior high schools in Taiwan. The General Ability Test A and Academic Achievement Test of Junior High School Students were given to Collect data for this study. The following are major findings: 1. The distribution of intelligence of junior high school students was approximately normal. In term of I.Q., the mean was 95.24, and the standard deviation 13.90. The skewness and kurtosis were smal1 and non-significant (0.05 and 2.63). 2. The sample showed a significant mean differences of intelligence between urban and rural students, with the exception of the students whose parents had professional occupations, college education and even over. 3. No significant mean differences of intel1igence were found between boys and girls from upper-class and lower-class families, but among the middleclass families, the urban boys appeared to be better than the urban girls and the rural girls appeared to be better than the rural boys. 4. Boys and girls with good fami1y backgrounds tended to be better in all tests than boys and gir1s with poor family backgrounds. 5. There was a significant difference in academic achievements so far as residence, sex, parental occupation and education were concerned respectively with the exception of the urban students who showed no reliable and consistent sexual difference in achievements. 6. The distribution of the academic achievements of junior high school students was not normal, and the real achievements were lower than the predicted ones in term of their intel1igence, but the difference was not significant. 7. By and large, all the relationship between intelligence and achievement test scores were positive and significant. The correlations ranged from 0.68 between I.Q. and the average scores of five courses to 0.54 between I.Q. and mathematics. 8. The correlations between I.Q. and achievement test scores of the students with the same residence, sex, parental occupation and education were about 0.25- a significant number. The findings suggest that in order to adjust students’ intelligence, differences and boost their academic achievements, the followings are needed: (1) To establish the corrected idea of evaluation. (2) To provide a situation to inspire the student’s development of intelligence. (3) To group the student with their I.Q., especially to the gifted and mental retarded children. (4) To strengthen the student’s group gaidance classified with their interest, intelligence and other factors which caused their lower achievements. |
本系統中英文摘要資訊取自各篇刊載內容。