本研究以台灣參加PISA 2012的15歲學生為研究對象,探討台灣學生數學補習情形和數學焦慮感與數學表現間的關聯性。本文以路徑分析與迴歸分析的方式,發現數學焦慮程度愈高,數學表現愈差;參加數學課後補習時數愈多,數學表現愈好;參加數學補習還能透過降低數學焦慮感,間接提升數學表現。學生每週數學課後補習時數與數學焦慮確實有交互作用,並對數學表現造成影響。每週數學課後補習時數相同時,學生的數學焦慮程度愈高,參加數學課後補習對數學表現的效果就愈好,數學焦慮程度愈低,參加數學課後補習的效果就愈小。此外,參加數學課後補習的效果,有很大的比率是藉由降低數學焦慮感,致使數學表現提升。
This research, aimed at 15-year-old students who participated PISA 2012 in Taiwan, studied the relationship among tutorial, anxiety and performance about mathematics. Based on the path and regression analysis, it indicated that the higher anxiety level students were, the worse they performed; the more tutoring hours students spent, the better they performed; tutorial indeed reduced students’ anxiety, and helped their performance on mathematics. It had an interaction between the tutoring hours after school and students’ anxiety, which also affected their performance. At the same tutoring hours after school, the higher anxiety level students were, the more they were helped by the tutoring; on the contrary, the lower anxiety level students were, the less they were helped through the tutoring. Besides, it showed a high percentage that students performed better by declining their anxiety level.