教師教學效能與學生數學學習困擾關係之研究－以臺中市高職學生為例

摘要本研究旨在探討教師教學效能與學生數學學習困擾關係之研究。以臺中市公、私立高中附設職業類科及高職兩類型學校日間部學生為研究對象，採問卷調查抽取1,019位高職學生為樣本，經施以「教師教學效能量表」與「數學學習困擾量表」後，所得資料以描述統計、獨立樣本t考驗、單因子變異數分析、Pearson積差相關及多元迴歸等方法進行分析。研究結果如下：（一）學生知覺高職教師教學效能情形屬中等以上程度；（二）高職學生數學學習困擾屬中等程度；（三）不同學校屬性、性別、科系與年級的高職學生在知覺教師效能上均有顯著差異；（四）不同學校屬性、性別、科系與年級之高職學生在數學學習困擾上部分達顯著差異；（五）教師教學效能與高職學生數學學習困擾具顯著負相關；（六）教師教學效能能有效預測高職學生數學學習困擾，最具解釋力的預測變項為「教材呈現」。根據研究發現提出建議，以提供學校行政機關、數學教師及未來研究參考。

關鍵字

教師教學效能；數學學習困擾；高職學生

並列摘要

A Study of the Relationship between Teachers’ Teaching Effectiveness and Students’ Mathematics Learning Disturbance in Vocational Senior High Schools in Taichung Advisor：Hsin-Yi Kung, Ph. D Author：Hui-Ju Hsieh Abstract The main purpose of this study was to explore the relationship between teacher’s teaching effectiveness and students’ mathematics learning disturbance. The participants were 1,019 vocational senior high school students in Taichung. Questionnaires survey has been utilized as the research method and descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation and multiple regression analysis were applied to analyze the data. The major findings of this study were summarized as following: first, students perceived vocational teacher's teaching effectiveness were above the average. Second, vocational senior high school students’ mathematics learning disturbances were at the medium level. Third, here were significant differences in teachers’ teaching effectiveness from students’ perceptions with respect to schools' attributes, gender, departments, and grades. Fourth, there were partially significant differences in students’ mathematics learning disturbances with respect to schools' attributes, gender, departments, and grades. Fifth, there was a negative correlation between teacher's teaching effectiveness and vocational school students' mathematics learning disturbance. Sixth, teacher’s teaching effectiveness of students’ perceptions can negatively predict their mathematics learning disturbance and “teaching material” was the strongest predictor. Based on the findings, the suggestions were provided to school administrators, mathematics teachers, and future researchers. Keywords: teachers’ teaching effectiveness, mathematics learning disturbance, vocational senior high school students