家長背景與居住地對國小學生數學學習成效影響之研究

A Study on the Roles of Parents’ Background and Location of sidence in Math Academic Performance among Primary School Students

黃怡瑛(I-Ying Huang)

指導教授 ： 張庭彰 博士 ； 施能義 博士

亞洲大學/管理學院/經營管理學系碩士在職專班/碩士(2009年)

摘要

2008年台灣在第四十九屆國際數學奧林匹亞競賽表現優異，此屆參加國際競賽的學生來自城市的高中，並無來自鄉鎮的綜合高中。從新聞報導紀錄，台灣教育有城鄉差距的現象，也呈現在學生學業成效上。民眾所感受城鄉教育的差距正有擴大的情形。學生學習成效又受到家庭背景因素影響，故本研究欲探討國小學生數學學習成效是否受到家長背景因素影響，以及居住地是否對國小學生數學學習成效有影響。研究結果顯示：
一、居住地對國小學生數學學習成效有影響，國小學生數學學習成效有城鄉差異。
二、國小學生數學學習成效受到家長背景因素影響。
（一）家長教育程度對國小學生數學學習成效有影響。家長背景的教育程度對學生數學學習成效上，家長教育程度國中以下者與家長教育程度高中以上者有顯著差異。家長教育程度國中以下者，國小學生數學成績相較顯著低落。
（二）家長背景的職業之社經地位對於學生數學學習有影響。家長背景的職業〈社經地位〉對學生數學學習成效上，職業的社經地位分類在一者，與其他類別有顯著差異。即家長職業從事農林漁牧工作人員、體力工等勞力者，學生數學成績相較顯著低落。
（三）家長背景的特殊身分對學生數學學習有影響。家長背景的特殊身分對學生數學學習成效上，低收入戶與其他身分類別有顯著差異。家長背景的特殊身分以低收入戶者，學生數學成績相較顯著低落。
由上述可知，城鄉差距、家長的教育程度與社經地位會影響國小學生的數學學習成就，因此如何提升其數學學習成效，值得教育工作者和教育行政機關思考。

關鍵字

數學學習成效 ； 家長背景 ； 居住地 ； 城鄉差距

並列摘要

The Taiwan 2008 team performed spectacularly in the 49th International Mathematical Olympiad. It was noticed that all the contestants of the team were from urban high schools, not from any township comprehensive high schools, which reflected an urban-rural gap in student academic performance. People have sensed the education gap between urban and rural has been widening. Learning performance is also influenced by parents’ background. Therefore, this study explores (1)whether there is any correlation between parents’ background and performance in math among elementary school students.(2) whether there is any correlation between location of residence and performance in math among elementary school students.
The findings of the study are as follows:
(1) Location of residence plays a significant role in math performance among elementary school students. There is a significant difference in learning performance between urban and rural areas.
(2) Parents’ background also plays a significant role in math performance among elementary school students.
(A) There is a significant correlation between the educational level of parents and student performance in math: There is a significant difference in math performance between the students whose parents have a degree of senior high school or more and those whose parents have no more than junior high school education. With their parents who have completed up to the 9th grade level of education, students’ performance in math is significantly lower.
(B) There is a significant correlation between the socio-economic status of parental occupation and student performance in math: There is a significant difference in math performance between the occupational background of parents in the 1st category and those in other categories. That is, with their parents engaged in agriculture, forestry, fishery, animal husbandry, manual workers, such as labor, students’ performance in math is significantly lower.
(C) There is a significant correlation between the special background of parents and student performance in math: There is a significant difference math performance between the students from low-income households and from other backgrounds. Those from low-income households had a significantly lower performance than students from middle and upper class households.
From the above we can conclude that location of residence, parents’ level of education and the socio-economic status of parental occupation play a significant role in elementary school student performance in math. Therefore, educators and educational administrators should consider these factors into the policy-making process in order to enhance the effectiveness of mathematics learning.

並列關鍵字

learning performance in math ； parents’ background ； location of residence ； urban-rural gap

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