本研究旨在調查影響國中數學科低成就學生的學習因素，研究對象是高雄市七所國中數學低成就的學生，低成就的標準為智商正常且數學段考成績位於全球的後20%以下者。 茲將本研究的發現與結論歸納如下：一、多數數學教師具備有多元智能發展的概念。二、學校數學考試是數學低成就學生的數學挫折來源之一。三、數學科低成就學生與同儕有不錯的學習互動。四、需要沒有標籤化、個別化、同儕指導的補救教學。五、需要具體化、精熟的教學模式及解題策略的指導。六、學生家庭協助有限。 根據以上研究結果，提出下列建議：1.嘗試其他補救教學模式；2.補救教學應儘量與原班級教學活動相結合；3.提前實施補救教學；4.實施同儕指導式的補救教學活動；5.有系統規劃補救教學的教材與評量；6.適時教授數學解題的技巧；7.施多元化介入的補救教學模式。

The major purpose of the study is to survey the influential learning factors of Mathematics underachievers in junior high school. The subjects of the questionnaires are the Mathematics underachievers in junior high schools in Kaohsiung city. The definition of underachiever is the student who has normal intelligence quotient but whose mathematics scores have been ranked at or below the last 20% of the class. The major findings of the research are as follows： 1. Most mathematics teachers have the concepts of multi-intelligence development. 2. For mathematics underachievers, one of the sources of mathematics frustrations comes from the mathematics tests and exams at school. 3. Mathematics underachievers have good learning interactions with their peers. 4. A non-labeled, individualized, peer-tutoring remedial instructions are needed. 5. The guidance of specific, mastery learning, and problem solving strategies is needed. 6. The assistance from families is limited.