|
Using the scores of chinese and mathematics test by elementary school fifth gradeth in Hsinchu County in 2014 as the main explanatory variables to track the scores (explained variables) of the junior high school mock examination (Chinese, mathematics, English, society, and science ) for research. We use narrative statistical charts to observe the students of elementary school’s chinese and mathematics scores on the junior high school’s scores by multiple linear regressions. Observe the regression effect by dividing students into 5 groups based on their scores. The Information of the data is used as a control factor, and also as a research on the regulation factor, including gender and different types of aborigines, and new residents(one of the parents is foreign). In addition, discuss the impact of remote schools and urbanization on students' learning, and finally observe the correlation between migration and student s' scores.
The regression coefficients of student s' chinese scores in elementary schools for junior high school English, social and science subjects are higher than those of mathematics, indicating that the study of each subject must be based on chinese. Chinese is more relevant to English than social and natural sciences. However, students with high scores in chinese of elementary schools may not be able to transfer their scores to the chinese and other subjects of junior high schools. Except for the high correlation between science subjects and the best group of chinese, there have the highest regression coefficient values in all kind of the subjects' scores in junior high school and the median score of elementary school’s chinese (group 3) , which is higher than the high-score students. The fourth group of students' chinese scores in elementary schools has the highest regression with the scores of Chinese, which means that most students can continue to make progress in Chinese. The students own the best mathematics' scores in elementary school have the greatest regression coefficient with the high scores of each subject, and the lower scores decrease, which shows that the grades of elementary school mathematics almost determine the future scores of each subject in junior high schools. Comparing the regression results of the lowest sub-groups and all subjects of elementary and mathematics subjects with other sub-groups, the regression coefficients show a continuous decline, indicating that elementary school scores is lagging, and junior high school scores are difficult to reverse and improve, and the boundary is in the last 20~30% students.
|