國中學生對數學學習行為之探討

建立在九年國民基本教育邁入十二年國民基本教育的背景下，加上家長普遍對於數學學習狀況十分重視，致使學生學習成效不僅受到自身要求外，亦受到來自於家長之壓力，但面對著投入心力與實際成效似乎不如預期，是否需透過政策轉變的同時，調整學生的學習行為及家長對學生的關注方式為本論文的研究重點。本研究將探討九年級生數學之學習行為，以計劃行為理論為基礎，瞭解學生對學習數學的態度、主觀規範(即指同儕或他人的影響)、知覺行為控制(意指學生透過內外在資源的控制)等三個因素，是否會影響其學習數學的行為意圖。另外，藉此找出影響學生學習意圖的最大成因，以盼能提昇學生數學之學習成就。本研究以南部三所國中九年級學生為研究對象，有效問卷為218份。研究結果顯示學生在學習數學的「態度」、「主觀規範」、「知覺行為控制」對其「學習行為意圖」有正向顯著的影響，而「學習行為意圖」對「實際行為」亦有正向顯著的影響。

關鍵字

計劃行為理論；數學；學習行為；國中

並列摘要

In Taiwan, mathematics is a very important subject not only for students themselves but also for parents. In this condition, self-discipline becomes not the only factor affecting students’ learning attitudes because they usually have to face the pressure and expectation from parents. However, most of the students nowadays do not get good grades from exams coinciding with their hard work. Taiwan’s Ministry of Education had decided to extend the period of the compulsory education program from 9 years to 12 years. This may be a good opportunity to adjust students’ learning methods as well as change their parents’ attitudes toward this subject. Our study was designed based on the theory of planned behavior to valuate the 9th graders’ behaviors in learning mathematics. We observed the students’ learning attitudes, subjective norms (referring to the effects from the peers or other people ), and perceived behavior control (meaning the self-regulation of the internal and external resources ) to evaluate which factor(s) had significantly affected the students’ intention to learn mathematics. After identifying the major factor(s), we expected to find a way to raise the students’ achievements in mathematics. This study focuses on the 9th graders from three different junior high schools in the south of Taiwan , and 218 valid questionnaires were returned to us. The results showed that the improvements of all the three factors (attitudes, subjective norms, and perceived behavioral control) could significantly enhance the students’ learning behavioral intention. Meanwhile, the actual behavior correlated with learning behavioral intention also exists positive significant effect.