職校數學科教師教學風格與學生學習成就之相關-以新北市機械群為例

本研究主要在探討職校數學科教師教學風格與學生學習成就之相關。採用問卷調查法，調查的對象為新北市職校機械群三年級的學生，問卷回收率為94.7%，其中有效樣本數為345份。使用工具為「教師教學風格量表」及「103年10月份第一次全國統一入學測驗模擬考」的數學科成績。經由卡方百分比同質性檢定、t 檢定、單因子變異數分析及皮爾森相關，得知以下結果：一、教師教學風格以「教學者中心型」的比例最高，「學習者中心型」的比例最低。二、教師「教學者中心型」的教學風格與學生學習成就之間具有顯著正相關。三、不同背景變項的學生知覺教師教學風格差異沒有達到顯著水準。四、不同背景變項的學生在學習成就上有顯著差異。五、教師教學者中心型及學習者中心型的教學風格在學生學習成就上有顯著差異。

關鍵字

教學風格；學習成就；機械群；數學科

並列摘要

The purpose of this study was to explore the relationships among secondary mathematics teachers’ teaching styles and students’ academic achievement in vocational high schools. The samples were third-grade students of Mechanical Engineering Group from public senior schools in New Taipei City Vocational High School. The return rate was 94.7% and valid samples were 345. The questionnaire was constructed into one subsets: teachers’ teaching styles and The First Practice Exam’s grades in mathematics of National Technological & Vocational Education Joint College Entrance Examinations in October 2014. The statistics used in this study were chi-square, t-test, one-way ANOVA and Pearson product-moment correlation. The major conclusions of this study were summarized as follows: 1.Most students perceived their teachers’ teaching styles as teacher-centered style, whereas learner-centered style was the least perceived by the students. 2.There were positive significant correlations between teachers’ teaching styles as teacher-centered style and students’ academic achievement. 3.There were no significant differences between teachers’ teaching styles perceived by students with different background variables. 4.There were significant differences of academic achievement between different groups of students with different background variables. 5.There were significant differences in students’ academic achievement of teachers’ teaching styles between teacher-centered style and learner-centered style.