本研究以台灣國二學生參加TIMSS 2003年為樣本,來探討影響國二生的數學成就因素。本研究可分析樣本約為5,300份。本研究將影響因素區分為家庭教育資源、在校學習、課後及學生特質,並依此作為自變項,而以數學成就為依變項。本研究也檢定不同性別、不同數學成就組別在四項因素,以及數學成就的差異性。結論如下:首先,女生在數學成就、家中圖書量、作數學功課時間、學生抱負顯著高於男生,而女生在數學自信與知覺數學重要性均顯著低於男生。其次,數學成就高分組在文化資本、在校學習、課後因素及學生特質顯著高於低分組。第三,影響數學成就因素有以下的發現:1.影響男女生數學成就的共同顯著因素為家中常使用電腦、課堂中較常寫出方程式與函數學習數學、沒有較多課堂小組共同討論、複習回家作業頻率高、課外補習較多、數學自信高、科學表現好。2.不同數學成就組的影響因素如下:第1組學生在所有自變項都未發現顯著影響因素。第2組學生在數學與生活結合愈多、課外補習愈多、科學表現愈好,他們數學成就較高。第3組學生在家中沒有電腦、家中有電腦且使用電腦頻率愈高、課外補習及科學表現達到顯著水準。第4與5組學生在數學課較常寫出方程式與函數來學習、對數學自信愈高、科學表現愈好,他們數學成就較高,但家庭教育資源與課後因素在這二組都未達到顯著水準。針對上述結果,本研究提出建議。
Data from the Third International Mathematics and Science Survey of 2003 (TIMSS 2003) were used to investigate variables that predicted mathematics in grade 8 in Taiwan. There were 5,300 samples in this study. Our variables were discriminated to the family resources, school's factors, outside school's factors, and student's factors. It used these variables to predict the grade 8 (e.g. gender and different achievement groups) mathematics achievement. It also tested the differences of mathematics, cultural capital, school's factors, outside school's factors, and student's factors in gender and different groups in respectively. The results are as follow: First, female students' score were higher than male in mathematic achievement, numbers of books, homework times, education aspiration, but female students' score were lower than male in self-confidence in learning math, the perception importance of math. Secondly, student in high performance group that their academic achievement was higher than low's group in four factors. Thirdly, it found that some significant factors predicted male and female achievement, such as using computers at home more times, writing equations and functions to represent relationships much more in learning math, fewer working together in small group, reviewing more homework, more extra lessons, more self-confidence in learning math, and better science performance. And it also found different significantly predicted factors the achievement among groups. In first group (the lowest achievement), there were not any significant factors to predict the achievement. In second group found that learning in math with daily life much more, more extra lessons, and better science performance, their achievement were better. In third group showed that most students no computer at home, students using computers at home more times, extra lessons, and better science performance were significant variables to predict achievement. In fourth and fifth group found that writing more equations and functions to represent relationships to learning math, more self-confidence in learning math, and better science performance, their math achievement were better, however, the family resources and outside school's factors were not significant in the model. From these findings, some suggesting were given.
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