| Abstract | 第6-7页 |
| 摘要 | 第8-10页 |
| Dedication | 第10-11页 |
| Acknowledgement | 第11-20页 |
| Chapter 1 | 第20-27页 |
| 1.1 Introduction | 第20-21页 |
| 1.2 Background of the study | 第21-23页 |
| 1.3 The problem statement | 第23-24页 |
| 1.4 The purpose of this study | 第24页 |
| 1.5 The objectives of the study | 第24页 |
| 1.6 The research questions | 第24页 |
| 1.7 Significance of the study | 第24-25页 |
| 1.8 Limitations of the study | 第25页 |
| 1.9 Scope of the study | 第25页 |
| 1.10 Definitions of key words | 第25-27页 |
| Chapter 2.0 Literature review | 第27-49页 |
| 2.1 Introduction | 第27-29页 |
| 2.2 Positive youth development | 第29-32页 |
| 2.3 The importance of academic performance | 第32-33页 |
| 2.4 The purpose for measuring academic skills | 第33-34页 |
| 2.5 Students who need help with their school work | 第34-35页 |
| 2.6 The importance of mastering reading and mathematic | 第35-36页 |
| 2.7 The SUCET Foundation | 第36-37页 |
| 2.8 Community Based School program | 第37页 |
| 2.9 | 第37-41页 |
| 2.9.1 The fundament or starting point of the CBS | 第37-39页 |
| 2.9.2 Strategies of the Community Based School program | 第39-40页 |
| 2.9.3 Community Based program method practiced | 第40-41页 |
| 2.10 A brief on the findings of related studies | 第41-44页 |
| 2.10.1 The importance of writing this paper | 第43-44页 |
| 2.11 The theory on which this study is based | 第44-46页 |
| 2.12 Steuntje in de rug | 第46-49页 |
| 2.12.1 The beginning | 第46页 |
| 2.12.2 How does the SIR program work? | 第46-49页 |
| Chapter 3 Research Methodology | 第49-60页 |
| 3.1 Introduction | 第49页 |
| 3.2 Research design | 第49-50页 |
| 3.3 Research area | 第50页 |
| 3.4 Sample and Sample size | 第50-52页 |
| 3.4.1 Sample Size | 第51页 |
| 3.4.2 Students | 第51页 |
| 3.4.3 Teachers | 第51-52页 |
| 3.4.4 Review of the School Documents | 第52页 |
| 3.5 Instruments used for the study | 第52-55页 |
| 3.5.1 Interview | 第53页 |
| 3.5.2 Focus group discussion | 第53页 |
| 3.5.3 Documentary review | 第53-54页 |
| 3.5.4 Observation | 第54-55页 |
| 3.6 The data collection procedure | 第55-58页 |
| 3.7 Researcher and Participants | 第58-60页 |
| Chapter 4 | 第60-84页 |
| 4.1 Data analysis and findings | 第60-61页 |
| 4.2 The students gender presentation | 第61-81页 |
| 4.2.1 RQ 1 what is student performance in the final Math/Reading nationalexamination before and after joining the afterschool program. | 第62-68页 |
| 4.2.2 RQ NO 2. What is the teacher perspective on the student's classroom performance after joining the program? | 第68-74页 |
| 4.2.3 RQ no.3 What is the student perspective on the effect of the program on their academic performance? | 第74-81页 |
| 4.3 Discussions | 第81-84页 |
| Chapter 5 Recommendation | 第84-87页 |
| Chapter 6 Conclusions and implications | 第87-90页 |
| 6.1 Conclusions | 第87-89页 |
| 6.2 Implication | 第89-90页 |
| References | 第90-95页 |
| Chapter 8 Appendices | 第95-100页 |
| 8.1 Appendix interview guide for the teachers | 第95-96页 |
| 8.2 appendix Focus group discussion question guide for research question no 3 | 第96-97页 |
| 8.3 letter of consent to the coordinators of Sir (Stuentje In de Rug) program | 第97-100页 |
