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

Things to Talk About: English Learning Achievement Test English Learning Achievement Test Item Analysis---IF, ID, DI, and BI Item Analysis---IF, ID, DI, and BI Research Questions Research Questions Statistics for Each RQ Statistics for Each RQ Q and A Q and A

English Learning Achievement Achievement Take a look at the test and its results of the statistics Take a look at the test and its results of the statistics Take a look at the test its results of the statistics Take a look at the test its results of the statistics Take a look at the revised test and doing the statistics analysis Take a look at the revised test and doing the statistics analysisat the revised test at the revised test

CRT OR NRT? Norm-Referenced Test---IF and ID Norm-Referenced Test---IF and ID If =Item facility: the proportion of students who answered a particular item correctly. If =Item facility: the proportion of students who answered a particular item correctly. ID= Item discrimination: ID= Item discrimination: ID= IF (upper1/3) – IF (lower1/3) ID= IF (upper1/3) – IF (lower1/3) Look at the excel: Look at the excel: Look at the excel: Look at the excel:

Criterion-Referenced Test 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. 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. 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 Are there any difference in English achievement between different genders? Are there any difference in English achievement between different genders? Does SES have a strong correlation with students ’ English grades in two classes? 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? Does learning at cram school after school have a positive relationship with students ’ English grades in both classes?

Statistics for each RQ1: Are there any difference in English achievement between different genders? 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

The mean of girls ’ English grades (85.42) is higher than boys ’ (79.76). 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). The standard deviation of girls ’ English grades (11.042)is lower than boys ’ (19.447).

Statistics for each RQ Does SES have a strong correlation with students ’ English grades in both classes? Does SES have a strong correlation with students ’ English grades in both classes?

Analyze->Descriptive Stat-> Descriptives

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

Statistics for each RQ3: