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Articles
  • The Status of Elementary and Junior High School After-School Program Implementation: A Case Study on Pen-ghu County   [CCE 2013]
  • Author(s)
  • Chun-ching Ho, Shao-Ying Li, Tsui-Chan Wang
  • ABSTRACT
  • The purpose of this study is to understand the status, effects, and difficulties of implementation of after-school programs forPenghuCounty elementary and junior high school teachers at the present stage, and to analyze the differences in after-school program status, effects, and difficulties among teachers with various backgrounds. A questionnaire survey method was employed in this study, and 336 valid questionnaires were distributed. The acquired data were analyzed using statistical methods, such as frequency distribution, percentages, means, and an independent sample t-test, to obtain the following results:1)Teachers in elementary and junior high school after-school programs are primarily homeroom teachers, and the class members are primarily students from the original class. Most classes have 7 to 15 students. The curriculum design is primarily based on individual tutoring and remedial instruction, and the primary teaching material is text books. The majority of the after-school program class time is during after school hours between Monday and Friday.2) Teachers have a high willingness to accept after-school program classes, and the primary reason for this willingness is to enhance student schoolwork and increase learning achievement. 3) Regarding the characteristics of after-school program activities, teachers involved with theEducational Priority Area Plan and Hand in Hand Project believe that the most significant characteristic of the activities is to increase the basic subject abilities of students. Teachers of the After-School Care Program believe that the activities lessen parents’ burdens, and teachers of the Luminous Angel Lighting Program believe that the activities provide care for disadvantaged childrenafter school. 4)Regarding the implementation effects, teachers generally believe that the teaching material content shows the most effects and the learning effectiveness shows the least effects. 5) Teachers of different educational backgrounds, school sizes, school regions, and positions exhibit a significant difference regarding after-school program effects. 6) Regarding implementation difficulty, teachers generally believe that teaching method shows the highest difficulty, and policy implementation shows the lowest difficulty. 7) Teachers of different ages, years of teaching experience, and school sizes exhibit a significant difference regarding after-school program implementation difficulties.
  • KEYWORDS
  • After-school Program; Implementation Effects; Implementation Difficulty
  • References
  • [1]
    Bissell, J., Dugan, C., Ford-Johnson, A., & Jones, P.Evaluation of the YS–CARE after school program forCalifornia work opportunity and responsibility to kids (Cal-WORKS). Department of Education,UniversityofCalifornia, Irvine & Research Support Services, 2002.
    [2]
    Kane, T. J.The impact of after-school programs: Interpreting the results of four recent evaluations.New York: W. T. Grant Foundation, 2004.
    [3]
    Li Yuhuan,A Study of the "Taitung County National Higher Grades Class After School Children Care Service" Implementation Present Situation, the Demand and the Degree of Satisfaction of Investigation,National TaitungUniversity,Institute of Education,Master’s Thesis, 2007, unpublished (Ch).
    [4]
    Lu Qingwen,Learning Status of Elementary School Students in Hsinchu City and County Regions after Participating in School-Managed After School Courses,NationalHsinchuUniversity of Education,Institute of Education, Master’s Thesis, 2006, unpublished (Ch).
    [5]
    Zhang, J. J.,Lam, E. T. C.,Smith, D. W.,Fleming, D. S., &Connaughton, D. P. Development of the Scale for program facilitators to assess the effectiveness of after-school achievement programs.Measurement in Physical Education and Exercise Science,2006,10(3),151-167.

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