暑修微積分學生之背景與學業成就的探討

A Study of University Students' Academic Achievement in Repeated Calculus

丁慕玉(Mu-Yu Ting)

《國立虎尾科技大學學報》 27卷4期 (2008/12) Pp. 65-74

https://doi.org/10.6425/JNHUST.200812.0065

摘要

The research includes departments personal information, socio-economic status of students' parents, learning motivation, the interactions in the group to understand the relationships with students' academic achievement in repeated Calculus course. According to the literature reviews, I constructed the study framework and developed three questionnaires to collect data. Questionnaires were administered to a convenience sample of 25 students from the repeated Calculus course of the National Formosa University in the summer vacation. A statistical analysis was conducted by t-test, Pearson Product-Moment Correction and stepwise multiple regression. There were significant difference in father's educational level, the learning motivations between different levels of academic achievement. The study demonstrated that three questionnaires explained 23.21% of variation of learning achievement in the repeated Calculus course. According to the above outcomes, the researcher has suggested some suggestions for further studies on the study.

關鍵字

學習動機 ； 學業成就

並列摘要

The research includes departments personal information, socio-economic status of students' parents, learning motivation, the interactions in the group to understand the relationships with students' academic achievement in repeated Calculus course. According to the literature reviews, I constructed the study framework and developed three questionnaires to collect data. Questionnaires were administered to a convenience sample of 25 students from the repeated Calculus course of the National Formosa University in the summer vacation. A statistical analysis was conducted by t-test, Pearson Product-Moment Correction and stepwise multiple regression. There were significant difference in father's educational level, the learning motivations between different levels of academic achievement. The study demonstrated that three questionnaires explained 23.21% of variation of learning achievement in the repeated Calculus course. According to the above outcomes, the researcher has suggested some suggestions for further studies on the study.

並列關鍵字

repeated Calculus course ； academic achievement

參考文獻

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詹火生、楊瑩(1987)。從教育結構之變遷看教育機會之分配。國立編譯館館刊。15(2)，137。

陳平和、周新富()。,未出版。