| Summary: | 博士 === 國立彰化師範大學 === 特殊教育研究所 === 90 === The Related Factors of Mathematics Underachievers for the Elementary School and the Effect of Direct Instruction on this Population of Students
Tsai , Wen piao
Abstract
The purpose of this study was to explore the related factors of mathematics underachievers for the elementary school and the effect of Direct Instruction on this population of students. Three groups of participants of this study were including : (1) tryout samples (n=2226) , (2) participants were 172 elementary - school of mathematics underachievers and 172 matched controls. (3) the experimental sample for instruction (n=16) and control sample (n=16).
Test battery in this study incorporated the following measures respectively : (1) The series of academic aptitude battery for the elementary students, (2) Mathematics attitude scales, (3) Mathematics anxiety scales, (4) Mathematics involved motivation scales, (5) Test Battery of Mathematics achievement for fifth grade students, (6) The Calculation Diagnostic test Battery for five grade students. The statistics methods used to analyze the data were including linear regression, Pearson product - moment corrlation, one - way analysis of variance, one - way multivariate analysis of variance, discriminant analysis, multiple regression analysis, multiple Logistic regression analysis, Chi - square test, Wilcoxon matched - pairs signed - ranks test, and descriptive statistics.
The results of this study were listed in three parts as follows. The first part result of questionnaire survey:
1. There were significant associations between mathematics attitude, mathematics anxiety, mathematics involved motivation, and mathematics achievement.
2. There were also significant differences between sex and educational level of parents on mathematics attitude of mathematics underachievers.
3. There were also significant differences between sex, educational level of parents, and the time of performance on mathematics anxiety of mathematics underachievers.
4. There were also significant differences between sex and the time of performance on mathematics involved motivation of mathematics underachievers.
5. There were also significant differences between sex and educational level of parents on mathematics achievement of mathematics underachievers.
6. There was significant prediction of subscales of mathematics attitude to mathematics achievement of mathematics underachievers.
7. There were significant prediction of scores of worry, dislike, and perception of stree on the subscale mathematics anxiety to mathematics achievement of mathematics underachievers.
8. There were significant prediction of all subscales of mathematics involved motivation to mathematics achievement of mathematics underachievers.
9. The mathematics attitude, mathematics anxiety, and mathematics involved motivation could discriminate significantly the normal students and mathematics underachievers.
The second part result of mathematics calculation problems :
1. There were also significant differences between two populations on the performance of mathematics calculation resolution of error.
2. There were also significant associations between two populations on the performance of every resolution error pattern of mathematics calculation.
3. There were also significant differences between the percentage of two population on the performance of every resolution error pattern of mathematics calculation.
4. There were also significant differences between the percentage of mathematics underachievers on the error pattern selection of mathematics calculation.
The third part result of Direct Instruction for experimental design:
1. The experimental group performed better mathematics achievement than the control group of mathematics underachievers.
2. The experimental group performed better mathematics attitude than the control group of mathematics underachievers.
3. The experimental group performed less mathematics anxiety than the control group of mathematics underachievers.
4. The experimental group performed better mathematics involved motivation than the control group of mathematics underachievers.
5. There was time delay effect on Direct Instruction to improve the mathematics achievement.
6. There was time delay effect on Direct Instruction to improve the mathematics attitude.
7. There was time delay effect on Direct Instruction to decrease the mathematics anxiety.
8. There was time delay effect on Direct Instruction to improve the mathematics involved motivation.
Finally, implications and future studies , instruction, , error pattern instruction program were discussed.
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