高中生數學學習成就之研究—以桃園縣某高中為例

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高中生數學學習成就之研究—以桃園縣某高中為例

陳逸群 , Masters　　Advisor：蕭嘉璋　　

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數學學習成就；學習動機；數學焦慮； math anxiety ； learning motivation ； mathematics learning achievement

Abstract │ Reference (39) │ Altmetrics

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Mathematics has always been a principal curriculum concern for parents and teachers. However, it is also the subject for many students to feel strong anxiety and frustration. In this study, the researcher, as a high school math teacher, aimmed to investigate the correlation between "High School Math Achievement" and "Performance Affecting Factors " in the hope of offering students, parents, teachers and school authorities referential suggestions in the teaching and learning of mathematics. 
The factors affecting high school mathematics learning achievements could be categorized into extrinsic and intrinsic motivations. In this study, the researcher included the following four – “Scores of Basic Competence Test for Junior High School Students”, “After-school math tutoring”, “Student -Teacher Interaction”, and “Family Educational Resources” – as the extrinsic variables. On the other hand, “Learning Motivations” and “Mathematics Learning Anxiety” are the intrinsic ones affecting high school mathematics learning achievements. With 120 subjects from the 10th grade, non-gifted classes at one public high school in Taoyuan County, the study was based on the researcher’s self-generated model and students’ basic information for further descriptive statistical analyses, chi-square independence tests, logistic regression analyses and so forth.    
The results, from the perspective of extrinsic motivations, showed a strong correlation among “Scores of Basic Competence Test for Junior High School Students”, “After-school math tutoring” , and “Family Educational Resources” . More specifically, among the three, “Family Educational Resources” was negatively correlated with high school mathiematics learning achievements. However, it should be noted that “Student-Teacher Interaction” showed no statistic significance with high school mathematic achievements. As for the intrinsic motivations, both “Learning Motivations” and “Mathematics Learning Anxiety” are significant variables influencing high school mathematics learning, and the later showed a much greater impact than the former.

Reference ( 39 ) 〈TOP〉

7.林姿諭(2007) 。數學焦慮認知與情意影響數學內在動機、自我概念與成就之模式：以PISA 2003香港資料為例，國立政治大學，教育研究所，碩士論文。
連結：
8.林盈妤(2007) 。老年人對身心健康功能與狀況感受度之重要性因素分析，國立中央大學，統計研究所，碩士論文，民國96年。
連結：
16.許綺婷（2002）。探討國三學生對補習班與學校教學的看法及其與基本學測數學科之表現的關係，國立臺灣師範大學，科學教育研究所，碩士論文。
連結：
17.游俊雄（2007）。臺灣高中生數學成就及其相關因素之探討，國立中央大學，統計研究所，碩士論文。
連結：
18.楊伯軒（2007）。探討影響國二學生數學學習成就的因素-以TIMSS 2003為例，國立臺灣師範大學，數學研究所，碩士論文。
連結：

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