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題名:高中數理資優生與普通生數學學習歷程與成就結構模式驗證及比較研究
作者:陳英豪 引用關係
作者(外文):Ying-Hao Chen
校院名稱:國立高雄師範大學
系所名稱:特殊教育學系
指導教授:蔡典謨
學位類別:博士
出版日期:2010
主題關鍵詞:數學學習歷程與成就模式數學學習情意反應數學學習策略Mathematics learning process and achievement modelmathematics affective reactionmathematics learning strategies
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本研究旨在建構「高中學生數學學習歷程與成就」結構模式,並比較不同群體(性別、數理資優生與普通生、高低數學學習成就)在結構模式上之差異情形。本研究以自編的「高中學生數學學習歷程與成就調查問卷」,針對高中的數理資優班學生與普通班自然組學生進行問卷調查研究,發出問卷1290份,回收有效問卷1177份,有效回收率為93.9%。本研究運用信度分析、因素分析、描述性統計、單因子變異數分析、單因子多變異量分析、雙因子變異數分析、雙因子多變量變異數分析、結構方程模式等統計分析方法,進行資料分析。本研究主要結果與結論如下:
一、「高中學生數學學習歷程與成就調查問卷」具有良好的信效度與適用性。
二、不同性別的高中生在「數學先備能力」、「數學學習情意反應」、「數學學習策略」、「數學學習成就」之各觀察指標上有顯著差異,男生顯著優於女生。
三、不同性別的數理資優生在「數學先備能力」、「數學學習情意反應」、「數學學習策略」、「數學學習成就」之各觀察指標上,除「後設認知策略」外,其餘皆有顯著差異,數理資優男生顯著優於數理資優女生。
四、不同性別的普通生在「數學先備能力」、「數學學習情意反應」、「數學學習策略」、「數學學習成就」之各觀察指標上有顯著差異,普通班男生顯著優於普通班女生。
五、數理資優生與普通生在「數學先備能力」、「數學學習情意反應」、「數學學習策略」、「數學學習成就」之各觀察指標上,除「行動控制」外,其餘皆有顯著差異,數理資優生顯著優於普通生。
六、不同性別與班別的高中生在「數學先備能力」、「數學學習情意反應」、「數學學習策略」、「數學學習成就」之各觀察指標上無交互作用存在。
七、「高中學生數學學習歷程與成就結構模式」,經修正後,整體適合度良好。由模式得知影響學生「數學學習成就」最重要的兩個因素是「數學先備能力」、「數學學習情意反應」。
八、不同性別的高中生在數學學習歷程與成就模式各變項間關係結構具有測量不變性。
九、數理資優生與普通生在數學學習歷程與成就模式各變項的關係結構具有測量不變性。
十、高低數學學習成就的數理資優生在數學學習歷程與成就模式並不相同,最主要差異源自「成就動機」的因素負荷量不同,以及「數學先備能力」對「數學學習情意反應」的影響不同所導致。
十一、高低數學學習成就的普通生在數學學習歷程與成就模式並不相同,最主要差異源自「價值」、「行動控制」的因素負荷量不同,以及「數學學習情意反應」對「數學學習策略」的影響不同所導致。
根據以上研究發現,本研究提出進一步的討論,並提供教育方面及未來研究上的建議。
The purposes of this study were to construct the mathematics learning process and achievement structure model, and compare the differences of mathematics learning process and achievement structure model between different groups of males and females, Math-Science talented and regular students, and high and low mathematics achievement. A self-designed questionnaire, Questionnaires of Mathematics learning process and achievement for students, were used to survey subjects from public senior high school in Taiwan. One thousand two hundred and ninety questionnaires were distributed with 1177 effective questionnaires, and the effective rate was 93.9%. The collected data were analyzed with reliability analysis, factor analysis, descriptive statistics, one-way and two-way ANOVA, one-way and two-way MANOVA and structural equation modeling(SEM). The major conclusions of this study were as follows.
1.The Questionnaire of Mathematics learning process and achievement developed in this study had good reliability, validity and suitability.
2.There were significant differences in all aspects of mathematics learning process and achievement with different genders of senior high students. Male were better than female in mathematics prerequisites, mathematics affective reaction, mathematics learning strategies and mathematics achievement.
3.There were significant differences in others aspects of mathematics learning process and achievement(meta-cognitive strategies excluded) with different genders of Math-Science talented students. Regarding Math-Science talented students, male were better than female in mathematics prerequisites, mathematics affective reaction, mathematics learning strategies and mathematics achievement.
4.There were significant differences in all aspects of mathematics learning process and achievement with different genders of regular students. Regarding regular students, male were better than female in mathematics prerequisites, mathematics affective reaction, mathematics learning strategies and mathematics achievement.
5.There were significant differences in others aspects of mathematics learning process and achievement(action control excluded) between talented and regular students. Math-Science talented students were better than regular students in mathematics prerequisites, mathematics affective reaction, mathematics learning strategies and mathematics achievement.
6.There were no interaction between genders and classes in aspects of mathematics learning process and achievement.
7.The overall modified mathematics learning process and achievement structure model fair fitted the data. This model had shown that mathematics prerequisites and mathematics affective reaction were important relative influencing factors in mathematics achievements.
8.The different genders of senior high students had the same relation structures in mathematics learning process and achievement structure model.
9.Math-Science talented and regular students had the same relation structures in mathematics learning process and achievement structure model.
10.There were differences in relational structure models of mathematics learning process and achievement between different mathematics achievements of Math-Science talented students, mainly resulted from the achievement motivation and the influence of mathematics prerequisites on mathematics affective reaction.
11.There were differences in relational structure models of mathematics learning process and achievement between different mathematics achievements of regular students, mainly resulted from the value and action control in mathematics and the influence of mathematics affective reaction on mathematics learning strategies.
Based on these findings, some implications were discussed and suggestions for future research were proposed.
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