本研究相關資料取自台灣PISA 2012的學生問卷,實際有效樣本5660筆,其中男學生有2758人、女學生2902人。本研究採用敘述性統計、路徑分析、迴歸分析從事資料處理,以瞭解台灣中學生在運用ICT的情形及使用電腦的態度上對數學素養表的影響。故本研究結果顯示台灣中學生在運用ICT對數學素養表現的影響為:(1)家中ICT設備以「網路連線」比例最高。研究顯示家中ICT設備越齊全,在課業上使用電腦的態度越良好,也越能增進數學素養的表現。(2)在校外使用網路的時數上以「一天1至2小時之間」為最多,研究顯示校外使用網路時數越多,在課業上使用電腦越覺得便利而有用,但對於數學素養表現卻有不利的負面影響,需透過在課業上使用電腦的正向態度,才能增進數學素養的表現。(3)學生在課業上運用ICT的頻率最多為「每月1或2次」,研究也顯示使用頻率越高,在課業上使用電腦越覺得便利而有用,對數學素養表現也呈現正向的影響。(4)在課業上使用電腦的態度越好,數學素養的表現就越高。(5)男女學生在家中ICT設備數量、使用網路的時數、在課業上運用ICT的頻率、在課業上使用電腦的態度等變項中,都無顯著的差異,但研究顯示在上述變項同樣的條件下,男生的數學素養表現是優於女生的。上述研究結果可提供家長調整學生在校外使用電腦的時數和增加運用ICT在課業學習的頻率,以及提供教師們在增加運用ICT完成作業和設計評量練習上,有所依據和參考。
This study, from questionnaires of PISA 2012, was based on 5,660 questionnaires: male students 2,758 and female students 2,902. It studied the relationship between students’ ICT use, their attitude toward computer use and mathematics literacy by descriptive statistics, path analysis, and regression analysis. For the relationship between students ICT use and mathematics literacy, it indicated that 1. Internet was the main ICT equipment at home. The better ICT equipment students had at home, the better attitude students had at class, and the higher PV of mathematics literacy it showed. 2. Most students were online 1-2 hours after school. The more online hours after school students spent, the more convenient students used computer at class, but it was contrary in PV of mathematics literacy, which would be improved by correcting students’ learning attitude at class. 3. It was 1-2 times per month to use ICT at class. The more often students used ICT at class, the more convenient students used computers, and the higher PV of mathematics literacy it showed. 4. The better attitude students had, the higher PV of mathematics literacy it showed. 5. There was no obvious difference among ICT quantities at home, online hours, the frequency of ICT use at class, and their attitude, but it indicated that under the same condition, male students’ PV of mathematics literacy is better than female students’. In sum, the study helped parents to adjust students’ online hours after school and increase the frequency of ICT use, and helped teachers to assign homework and test by using ICT.