[[alternative]]THE KEY FACTOR AND DECISION BEHAVIOR OF THE ELEMENTARY SCHOOL STUDENTS' PARENTS SELECTING ENGLISH SUPPLEMENTARY SCHOOL FOR THEIR CHILDREN

[[abstract]] 教育部九十學年起實施國小美語教學以來，由於各校發展地方特色教學，產生教育落差，造成家長對孩子未來的焦慮，從坊間到處林立的雙語幼稚園及兒童美語補習班可看出，兒童美語補習班（以下簡稱美語班）顯然是炙手可熱之另類教學。 本研究為了解不同背景國小學生家長為子女選擇美語班的關鍵因素及決策行為，透過基本敘述統計分析、信度分析、卡方獨立性檢定、因素分析、t檢定、單因子變異數分析、Scheffe多重比較檢定、Pearson積差相關分析及集群分析，希冀提供補教業瞭解目標市場的特性，並提供教育界及學術界擬定未來國小實施美語教學政策之參考。 經實證研究發現:國小學生是否參加美語班與不同年齡、教育程度、職業、家庭每月總收入、居住地區家長有顯著差異；亦與家長對美語班的認知有顯著差異。家長選擇美語班的動機，經因素分析為「課業因素」、「環境因素」及「推薦因素」。不同人口統計變數之家長，在「消費者認知」、「參加動機」、「教學服務品質屬性」及「行銷組合屬性」上部份有顯著差異。家長對美語班的認知與參加動機、參加動機與美語班「教學服務品質屬性」及「行銷組合屬性」間皆呈現極顯著正相關。針對家長為子女選擇美語班動機因素作市場區隔，經兩階段集群分析，可分為「未雨綢繆型」、「實事求是型」、「隨波逐流型」三群；追求不同利益群體在人口統計變數上部份有顯著差異；追求不同利益群體對「教學服務品質屬性」及「行銷組合屬性」具有顯著差異。[[abstract]] Starting from the academic year 90, the ministry of education has included English in the elementary school curriculum. However, each elementary school adapts its own local special teaching method, which various results causing anxieties in the parents. It could be seen from the spread of bilingual kindergartens and kids English supplementary school everywhere. The English supplementary school appears to be a fashionable and alternative educational business. This research focuses on the differences in the backgrounds of elementary students’ parents who send their children attend the English supplementary school. The methods of analysis included the basic descriptive statistic analysis, reliability analysis, Chi-square independent test, factor analysis, t-test analysis and one-way ANOVA, Pearson correlation analysis and cluster analysis. The aims are to help the educational businesses to understand the characteristics of their target markets and to provide the studying results for the academia and education circles as a reference for making the future English teaching policies in the elementary schools. The following conclusions are reached through the analysis of the collected data. It shows significant difference of whether or not students attends an English supplementary school are determined by the age, educational degree, job, monthly income and residential area of their parents. The recognition of parent is significant difference of whether or not students attend an English supplementary school . The main motivations of the parents whose children attend the English supplementary school are the curriculum design, the environment and the recommendation. Parents of the demographic characteristic variable are part of significant difference on the parents’ recognition, motivations of attending English supplementary school, quality of teaching services and marketing mix strategies of English supplementary school. Different parents’ recognition is significantly correlate to motivate of attending English supplementary school. A significant correlation exists between “the motivations of attending English supplementary school” and“ the quality of teaching services”, and “marketing mix strategies of English supplementary school”. The main motivations of the parents whose children attend the English supplementary school are separated into difference cluster through market segmentation. After cluster analyzing through two steps , it could separate these parents into three groups as “preemptive type” “practical type ” and “go with the current type”. Parents of demographic characteristic variable cause part of significant differences of parents of different clusters. A significant difference exists on the quality of teaching services and marketing mix strategies of English supplementary school for parents of different clusters