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題名: 台中市國中學生數學學習態度與數學學習成就之相關研究
其他題名: An analysis on corrlation between mathematical learning attitude and the learning achievement of the junior high school students in Taichung City
作者: 黃如妤
貢獻者: 陳聰文
Chen, Tsung-Wen
黃如妤
Huang, Ru-Yu
關鍵詞: 國中生;數學學習態度;數學學習成就
junior high school students;mathematics learning attitudes;mathematics learning achievements
日期: 2008
上傳時間: 2010-12-03
描述: 碩士
教育研究所
摘要: 本研究主要目的在探究我國國中學生數學學習態度與數學學習成就的相關性,並尋找現階段影響國中學生數學學習態度與學業成就的相關因素,進而提出改進輔導的方法及建議。以台中市十二所國民中學二年級學生各兩班共719人為研究對象,採用問卷調查方式蒐集資料,以SPSS套裝軟體透過描述性統計量、因素分析、獨立樣本t檢定、單因子多變量分析、薛費事後比較法(Scheffe)、皮爾森積差相關等統計方法進行統計分析。
本研究得到以下結論:
1.性別與數學學習態度有顯著相關, 但與數學學習成就無顯著相關。
2.家庭社經地位與數學學習態度、數學學業成就均有顯著相關。
3.父母管教態度與數學學習態度、數學學業成就均有顯著相關。
4.每天練習數學時數與數學學習態度有顯著相關,但與數學學業成就則無顯著相關。
5.參與校外數學科補習與否及補習班規模與數學學習態度、數學學業成就均有顯著相關。
6.學生的學習態度與其數學學習成就呈正相關。
The main purpose of the study was to explore the relevance between the mathematical learning attitudes and the learning achievement of the junior high school students in Central Taiwan.It also aimed to look for the related factors that affect them, and further provide some suggestions. The subjects of this study were 719 8th-grade students from twelve junior high schools in Taichung City.The data was collected through questionnaires and analyzed by SPSS 12.0 for Windows makes use of the descriptive statistics, the factor analysis , t-test , oneway ANOVA , Scheffe and, Pearson’s Product Moment Correlation.
The following were the major results of this research::
1.There was significant relationship between gender and mathematics learning attitudes,but no no obvious relationship between gender and mathematical achievement.
2.The social status of students’ families was closely related to students’ mathematical learning attitudes and achievement.
3. Parents’ discipline was closely related to students’ mathematical learning attitudes and achievement.
4. The time spent on doing mathmetical exercises was closely related to students’ learning attitudes, but not to their mathmetical achievement.
5.Cramming and the dimension of cram schools had significant relevance to mathematics learning attitudes and mathematics academic achievements.
6 Students’ learning attitudes were positively relevant to their mathmetical achievement.
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