數學學習評量之分析（Ｉ）－五專二年級學生對於數學課本、期中考及學習情緒之反應

利用問卷調查中華工商專校五專二年級全體學生對於數學課本內容、期中考及學習情緒之各種反應。將各班學生依期中考成績分成五組，全年級分成五種分數族群。本研究以卡方測驗檢定各調查要項在各組之總差異是否存在，再進行各組間的差異顯著性測驗，並利用長條圖分析各選項之分布情形，最後以個別訪談方式進一步探討學生反映之意見。分析結果顯示大部份學生對課本內容尚滿意，僅少部份認為例題稍嫌不足、習題稍難。對於期中考及學習情緒之各項意見，由低分組往高分組，呈現正面反應遞增之現象。多數調查要項在各組間均有顯著不同。故在無能力分班情況下，任課教師應注意到這些差異情形，才不致影響教學成效。

關鍵字

數學學習評量；問卷調查；卡方測驗檢定；最小顯著差異測驗

並列摘要

A questionnaire was conducted to investigate the second-grade students' responses on their mathematics textbook, midterms and learning emotions of a five-year program in the China Institute of Technology and Commerce. Each class's midterm scores were classified into five groups. All these second-grade students' midterm scores then were classified into five groups respectively - the group of highest scores in each class was classified together, for example. Chi-square tests were utilized to examine whether significant differences existed in these groups. Furthermore, the significant differences between groups were also tested. Histograms were used to analyze the distributions of each examined item. Individual interviews were also conducted to further clarify these students' responses.The results of this study indicated that most students considered the context of their textbook as fair. Only a small amount of students considered the examples as inadequate and the exercises as slightly difficult. The lower the midterm scores were, the more negative the students' responses on each examined item tended to be. So the learning emotions were. Significant differences were found between groups in the majority of examined items. Accordingly, while the students are not classified based upon their mathematics ability, mathematics teachers are recommended to take these findings into consideration so that their teaching can have the best effects.

並列關鍵字

evaluation of mathematics learning ； questionnaire ； Chi-square test ； least significant difference test

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數學學習評量之分析（Ｉ）－五專二年級學生對於數學課本、期中考及學習情緒之反應

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