[雙語翻譯]課外輔導(dǎo)班外文翻譯--課外班對巴博勒男女高中生成績的影響（英文）

1、 Procedia - Social and Behavioral Sciences 46 ( 2012 ) 2571 – 2574 1877-0428 © 2012 Published by Elsevier Ltd. Selection and/or peer review under responsibility of Prof. Dr. Hüseyin Uzunboylu doi: 10

2、.1016/j.sbspro.2012.05.525 WCES 2012 Efficacy of extracurricular classes on male and female high school students' achievement in Babol Teymor AhmadiGatab a *, Nasram Shayan b, Sara Pirhayati c aYoung Researchers Cl

3、ub,Qhaemshahr Branch , Islamic Azad University , Qhaemshahr,Iran b Allzahra University, Tehran, Tehran, Iran c staff of educational, Ilam, Ilam, Iran Abstract Introduction:Academic achievement is one of the main variabl

4、es of education, but it can be mentioned as a significant index to evaluate the quality of education. Usually academic achievement is evaluated by test results and the scores of students in different subjects are consi

5、dered as their achievement level. In every education system, the achievement level of the students is one of the success indexes in scientific activities.Methods:The method of the study is a descriptive and correlation

6、one. The sample group consists of 132 male and female high school students in Babol in academic year of 2011-2012 who randomly selected and divided into two groups: the students who participated in extracurricular clas

7、ses and the students who have not participated in these classes. The tools of the study for data collection are achievement test obtained based on the average scores in both groups, a descriptive statistical method (me

8、an and standard deviation), inferential statistics (one-way ANOVA, t-test and Spearman's correlation test) and the SPSS software.Results:Descriptive indexes indicate a significant difference between the total aver

9、ages of male and female students. It means that female students in comparison to male students had a high achievement. In addition, the one-way ANOVA indicates that there is a significant difference between the scores

10、of male and female students' achievement who participated in extracurricular classes.Conclusion:Spearman correlation test results indicate that there is a significant difference between the achievement scores of

11、 students participating in extracurricular classes with students who have not participated in these classes. Keywords: class, extracurricular, academic achievement, students. 1. Introduction Academic achievement is one

12、 of the main variables of education, but it can be mentioned as a significant index to evaluate the quality of education. Usually academic achievement is evaluated by test results and the scores of students in different

13、subjects are considered as their achievement level. In every education system, the achievement level of the students is one of the success indexes in scientific activities. The researchers indicated that in addition to t

14、he structure and content of classroom instruction, the individual and family characteristics of students and how to spend the leisure time after school play an important role in improving the academic achievement. Among

15、individual differences which is more interested by researchers are: “sex“, “race“ and “economic conditions“ and among the “after school activities“, they focus is mainly on “homework“, the participation in “extracurricul

16、ar * Teymor AhmadiGatab E-mail address: t_ahmadi2008@yahoo.com Available online at www.sciencedirect.comOpen access under CC BY-NC-ND license.2573Teymor AhmadiGatab et al. / Procedia - Social and Behavioral Sciences

17、46 ( 2012 ) 2571 – 2574 the students who participated in extracurricular classes boy 66 14.18 2.70 girl 66 18.69 1.06 the students who have not participated in these classes boy 66 11.75 2.12 girl 66 1

18、6.26 1.59 The results indicated that the male students who participated in extracurricular classes by the mean of (14/18) and standard deviation of (2/70) in comparison to the students who have not participated in these

19、 classes by the mean of (11/75) and standard deviation of (2/12) are in a better level based on Academic achievement. Also, the female students who have not participated in these classes by the mean of (16/26) and standa

20、rd deviation of (1/59) in comparison to the female students who participated in extracurricular classes by the mean of (19/69) and standard deviation of (1/06) are in a better condition based on Academic achievement. Tab

21、le 3: Testing for significant differences between the averages of groups indexesgroups The source of variation F Sig. t Degrees of freedom The average differenc e The mean differen ce error the students who

22、participated in extracurricular classes Variance within the group 47.582 .000 -12.594 -12.594 130 *84.629 -4.50788 -4.50788 .35795 .35795 Variance between the group the students who have not participated in thes

23、e classes Variance within the group 4.381 .038 -13.795 -13.795 130 *120.638 -4.50835 -4.50835 .32680 .32680 Variance between the group As cab be seen from the above table, to study the difference between the ave

24、rage scores of academic achievement (the average) and participate in extracurricular classes, the results of one-way ANOVA indicate that the value of (F) obtained has the degree of freedom 130 and 84/6 and because the s

25、ignificant level obtained from table (0/000) is lower than the significant level of the table (0/05), as a result, it can be said by 95% confidence that there is a significant relationships between the scores of academic

26、 achievement of the female and male students participated in extracurricular classes Table 4: Spearman correlation coefficient test for a significant relationship between academic achievement and participation in extracu

27、rricular classes indexes groups number correlation coefficient Significant level the students who participated in extracurricular classes 132 *%61 .000 the students who have not participated in these classes To exami

28、ne this hypothesis, that there is a significant relationship between the achievement scores of students attending these programs or no, the Spearman correlation was used. According to the results obtained from the above

29、table, because the significant level in Spearman correlation test (0/000) is lower than the significant level in table (0/05), it can concluded by 95% confidence that there is a significant relationship between the score

30、s of academic achievement of students participated in extracurricular classes and the students who have not participated in these classes. Table 5: the results of T test for differences in student achievement scores in b