數學適性分組教學對高職生學習態度影響之研究

本研究旨在瞭解高職生對數學的學習態度；探究不同背景變項高職生，其數學學習態度差異狀況；及數學適性分組教學，對高職生數學學習態度之影響。本研究採用準實驗研究法與問卷調查法，以107學年度就讀北部某高職二年級學生為研究對象，其中商經科、資料科、會計科共6個班為實驗組，餐飲科和園藝科共4個班為控制組，實驗組進行適性分組教學，控制組則維持一般教學，為期二年的教學實驗，採不等組後測方式，以研究者自編的「數學態度量表」來分析得分差異，共發出315份問卷，剔除無效問卷後，共得271份有效問卷，有效回收率為93.77%，經描述統計、單一樣本t檢定、獨立樣本t檢定等統計方式進行資料蒐集與分析，結論如下：一、高職生在各分量表的數學學習態度中，以對數學成功的態度最積極，數學探究動機最不積極。二、部分不同背景變項的受試學生在數學學習態度上有差異。 (一) 性別因素在「數學焦慮」及「對數學成功的態度」這二個分量表裡有顯著差異。 (二) 家庭狀況因素在「對數學成功的態度」及「數學的有用性」這二個分量表裡有顯著差異。 (三) 「家長的最高學歷」之因素並不會影響高職生的數學學習態度。 (四) 校外補習數學因素在「學習數學的信心」、「對數學成功的態度」、「數學探究動機」這三個分量表裡有顯著差異。三、適性分組教學有助於提升高職生的數學學習態度。最後根據本研究之發現，研究者針對適性分組教學之教師暨學校以及未來研究，提出若干建議以供參考。

關鍵字

適性分組教學；數學學習態度；數學學習態度量表

並列摘要

The purpose of this study is to understand the vocational high school students' mathematics learning attitude; to explore the situation of vocational high school students with different backgrounds and their mathematics learning attitude; and the influence of mathematics adaptive group teaching on vocational high school students' mathematics learning attitude. This research adopts the quasi-experimental research method and questionnaire method, and takes the second-year students studying in a vocational high school in the north of the 2018 school year as the research object. Among them, six classes of business, economics, data, and accounting are the experimental groups, and the catering and gardening departments A total of 4 classes in the subject are the control group. The experimental group conducts adaptive group teaching, while the control group maintains general teaching. The two-year teaching experiment adopts a range of group post-test methods and uses the "Mathematics Attitude Scale" compiled by the researcher. To analyze the difference in scores, a total of 315 questionnaires were sent out. After excluding invalid questionnaires, a total of 271 valid questionnaires were obtained. The effective recovery rate was 93.77%. Data collection and analysis were conducted through statistical methods such as descriptive statistics, single sample t test, and independent sample t test. Analysis and conclusions are as follows: 1. Among the mathematics learning attitudes of each subscale, the vocational high school students have the most positive attitude towards success in mathematics and the least positive motivation for mathematics inquiry. 2. Some students with different background variables have different attitudes towards mathematics learning. (1) There are significant differences in the gender factors in the two weight tables of mathematical anxiety and attitudes to mathematical success. (2) There are significant differences in the family situation factors in the two weight tables, "attitudes to mathematical success" and "usefulness of mathematics". (3) The factor of "parent's highest educational background" does not affect the mathematics learning attitude of vocational high school students. (4) There are significant differences in the three subscales of "confidence in learning mathematics", "attitude to success in mathematics" and "motivation for mathematics inquiry" in the factors of external tutoring mathematics. 3. adaptive group teaching helps to improve the mathematics learning attitude of vocational high school students. Finally, according to the findings of this study, the researchers put forward some suggestions for reference for teachers and leading schools of adaptive group teaching and future studies.