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Xinjiapo zhong xue sheng dui hua wen jiao cai de qing yi fan ying = The students' affective response towards the Chinese teaching materials used in the secondary schools of Singapore
Other titles
新加坡中学生对华文教材的情意反应
Author
Watt, Chan Meng
Supervisor
Chia, Shih Yar
Abstract
A study was carried out to investigate the affective response of the students towards the Chinese teaching materials. 557 secondary four express and secondary five neighbourhood secondary schools were the samples of this study. They were asked to respond to a questionnaire, using the Bi-polar Adjective pairs and the Likert Scale as the measurement devices.
The findings of the study are as follows:
1. There is a significant correlation between the students' affective response towards the Chinese teaching materials and their Chinese achievement.
2. Students of different categories, i.e. streams, gender and achievement have different levels of affective response, i.e. positive, neutral and negative towards the same theme of Chinese teaching materials.
In addition, themes of the more popular Chinese teaching materials are identified. Based on the findings, the following suggestions are made.
1. Chinese Language teachers should try to select interesting teaching materials for instructional programme, remedial programme and enrichment programme.
2. For different categories of students, different themes of teaching materials should be selected to maximise the effectiveness of the teaching programmes.
The writer also suggested that further research on the following aspects be carried out to complement this study.
1. Would the length and the level of difficulty influence the affective response of the students towards the Chinese teaching material?
2. Would the genres and the writing skill influence the affective response of the students towards the Chinese teaching material?
3. Would the teaching methodology influence the affective response of the students towards the Chinese teaching material?
The findings of the study are as follows:
1. There is a significant correlation between the students' affective response towards the Chinese teaching materials and their Chinese achievement.
2. Students of different categories, i.e. streams, gender and achievement have different levels of affective response, i.e. positive, neutral and negative towards the same theme of Chinese teaching materials.
In addition, themes of the more popular Chinese teaching materials are identified. Based on the findings, the following suggestions are made.
1. Chinese Language teachers should try to select interesting teaching materials for instructional programme, remedial programme and enrichment programme.
2. For different categories of students, different themes of teaching materials should be selected to maximise the effectiveness of the teaching programmes.
The writer also suggested that further research on the following aspects be carried out to complement this study.
1. Would the length and the level of difficulty influence the affective response of the students towards the Chinese teaching material?
2. Would the genres and the writing skill influence the affective response of the students towards the Chinese teaching material?
3. Would the teaching methodology influence the affective response of the students towards the Chinese teaching material?
Date Issued
1996
Call Number
PL1128 W3
Date Submitted
1996