桃園縣八年級學生學習風格、學習適應與 數學學習成就關聯性之研究

The Relationship among Learning Style, Learning Adjustment and Math Academic Achievement of 8th Graders in Taoyuan County

呂秋玲(CHIU- LING LU)

指導教授 ： 張淑慧

中原大學/人文與教育學院/教育研究所/碩士(2013年)

https://doi.org/10.6840/cycu201300761

摘要

本研究旨在探討桃園縣八年級學生學習風格、學習適應與數學學習成就之關聯性。本研究採用問卷調查法進行研究，調查的對象是桃園縣國中八年級學生，問卷有效回收率為84.6%，有效樣本數為550人。使用工具為「學習風格問卷」與「數學領域學習適應問卷」，採用t考驗、單因子變異數分析、積差相關、區別分析等統計方法，歸納出本研究之以下結果。
一、國中學生的學習風格類型偏重「分散者」、「同化者」。
二、國中學生在數學學習適應之表現屬中等程度。
三、不同背景變項之國中學生之學習風格大部份無顯著差異、在學習適應方面有顯著差異、在數學學習成就方面大部份有顯著差異。
四、不同學習風格之國中學生在學習適應、數學學習成就上有顯著差異。
五、不同學習適應之國中學生在數學學習成就上有顯著差異。
六、學習風格、學習適應對數學學習成就有顯著區別力。

關鍵字

學習適應 ； 學習風格 ； 數學學習成就

並列摘要

The purpose of this study was to investigate the relationships among the learning style, learning adjustment and mathematics learning achievement of the 8th grade students in Taoyuan county. The research method was questionnaire survey. The valid return rate was 84.4% and 550 subjects participated in this study. The instruments were “Learning Style Questionnaire” and “Mathematics Learning Adjustment Questionnaire”. The data were analyzed by t-test, ANOVA, Pearson’s correlation and discriminant function analysis. The findings were listed as the following:
1. The students’ learning style were mostly classified as the diverger and the assimilator.
2. The students’ learning adjustment in mathematics was at the medium level.
3. There was no significant difference between students of different background in terms of their learning styles. There was significant difference between students of different background in terms of their learning adjustment. There was significant difference between students of different background in terms of their mathematics learning achievement.
4. There were significant differences between students of different learning styles in terms of their learning adjustment and learning achievement.
5. There was significant difference between students of different learning adjustment in terms of their learning achievement.
6. The learning style and learning adjustment could significantly discriminates mathematics learning achievement groups.

並列關鍵字

math academic achievement ； learning style ； learning adjustment

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