高職學生數學學習困擾與學習態度之研究

A Study of Mathematics Learning Disturbances and Learning Attitude for Vocational High School Students in Taiwan

余鴻穎(Hung-Ying YU)

指導教授 ： 張嘉育

國立臺北科技大學/人文與科學學院/技術及職業教育研究所/碩士(2006年)

https://doi.org/10.6841/NTUT.2006.00055

摘要

本研究旨在探討我國高職學生的數學學習困擾與學習態度的整體情況及其相關情形。主要目的如下：1.探究高職學生數學學習困擾之整體狀況及其差異情形；2.探究高職學生數學學習態度之整體狀況及其差異情形；3.了解高職學生數學學習困擾與學習態度之相關情形。本研究採用問卷調查法進行，以「高職學生數學學習困擾與學習態度量表」為研究工具，有效樣本數1,533份。
經統計分析，本研究獲得結論如下：1.我國高職學生具有中等程度以上的數學學習困擾，而個人因素是最主要的困擾原因，考試方面是最主要的困擾表徵，且其數學學習困擾因數學科學期總成績而有差異，但不因性別、年級、學校屬性與就讀類科而有差異。2.我國高職學生具有普通積極的數學學習態度，且其數學學習態度因性別、學校屬性、就讀類科、數學科學期總成績而有差異，但不因年級而有差異。3.我國高職學生數學學習困擾與學習態度呈負相關。本研究最後並進一步針對數學教育應用與未來研究分別提出建議。

關鍵字

數學學習困擾 ； 數學學習態度

並列摘要

This study aimed to investigate the mathematics learning disturbances and learning attitude of vocational high school students in Taiwan and to explore the relationship between them. The main objectives of this study were to investigate the student’s mathematics learning disturbances at vocational high school in Taiwan and its relationship to different background elements; to investigate the student’s mathematics learning attitude at vocational high school in Taiwan and its relationship to different background elements, and to analyze the relationship between mathematics learning disturbances and mathematics learning attitude.
The research material was“the questionnaire of the students’ mathematics learning disturbances and mathematics learning attitude at vocational high school in Taiwan”. A total of 15 schools, and 1,920 vocational high school students were sampled. The 1,533 effective questionnaires were collected. The data were analyzed by descriptive statistics, independent samples t-test, and one-way ANOVA, Scheff’e comparisons, and Pearson product-moment correlation.
The major findings of this study are as follow:1.The students’ mathematics learning disturbances at vocation high school in Taiwan is medium-strong. 2. Except mathematics achievement differences in mathematics learning disturbances. 3. The students’ mathematics learning attitude at vocation high school in Taiwan is medium-strong. 4.Except sex, school type, vocational type and mathematics achievement differences in mathematics learning attitude. 5. Mathematics learning disturbance and mathematics learning attitude of the students at vocational high school in Taiwan is positively correlated. Further pedagogical implication and suggestions for future studies are provided at the end of the study.

並列關鍵字

Mathematics Learning disturbances ； Mathematics learning attitude

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