| Abstract: | The purpose of this study was to explore after-class activities for fifth and sixth-grade students at primary level in schooling day, and to compare differences between students with diverse social-economical background in terms of their attendance of supplementary schools, leisure activities, and emotional well-being. Subjects were given questionnaires, and they were asked to complete questionnaires in four sections, including personal information, attendance of supplementary schools, leisure activities, the gauge of emotional well-being. Fifth and sixth -grade students at primary schools in Nantou country, in the schooling year from September 1999 to June 2000, were chosen to be the study subjects. Based on stratified cluster sampling, primary schools in three suburbs in Nantou country were picked, and one sampling school was selected respectively each from small-sized, mid-sized, and large-sized schools. The methods of chi-square test, t test and ANOVA analysis were used to analyze statistics in this study. 500 copies of questionnaire in total were sent to designated subjects, and 469 copies have been returned. Questionnaires were returned at the rate of 93.8%. 456 out of 469 questionnaires were valid, and 13 questionnaires were left invalid.
The major findings of this study are as follows:
1.the majority of students were recently attending supplementary courses after class. The number of students, who attend supplementary courses, tripled the number of non-attending students.
2.most students spent their time on recreational activities after class, in contrast, the students, who spent their time on knowledge-based activities, were at least. Most students attended supplementary schools for academic reasons, and “child care” was the second biggest reason for parents to send their children to supplementary school.
3.score of students’ emotional well-being overall was at an average of 2.00. The well-being was above average.
4.the noticeable differences in leisure activity attendance were indicated among the students in different residential areas, types of school, genders, residence statuses, and socio-economical statuses.
5.the noticeable differences in supplementary school attendance were indicated among the students in different residential areas, types of school, genders, residence statuses, and socio-economical statuses.
6.the noticeable differences in the sense of emotional well-being were indicated among the students in different residential areas, types of school, genders, and residence statuses. |
