A Study of the Factors Related to the Mathematics Achievements for Sixth-graders—Take TASA 2005 for an Example

• Main Authors: Cheng-tzu Tsai, 蔡政賜
• Other Authors: Chin-Tsai Lin
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/92107716697993576076

碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 95 === The purposes of this research are as follows: 1. Analyze the relationship between students’ gender, SES, and mathematics learning-orientation, family educational investments, mathematics learning approaches. 2. Understand the relationship between students’ gender, SES, and mathematics achievements. 3. Explore the effects between the mathematics learning-orientation, family educational resources, mathematics learning approaches, and mathematics achievements. 4. Explore the prediction between SES, mathematics learning-orientation, family educational resources, mathematics learning approaches and mathematics achievements. The study instruments were mathematics achievement test constructed from the released TASA2005 and the Students’ Questionnaire; after adapted, the Students’ Questionnaire was named “The Questionnaire of Pupils’ Family Environment and Math Learning Experience in Primary School.” The study take purposive sampling, samples consisted of 307 students of the Sixth-graders in Yulin County. The data were analyzed through frequencies, two sample independent t-test, ANOVA, Pearson correlations and stepwise multiple regression. The results are as follows: 1. In the general situation of students’ learning-orientation , the question of “I hope I could get higher grades in monthly mathematics test” reaches the optimum level, while the question of “when confronting the math problem that I can’t handle, I actively made an attempt to solve it” is the lowest. 2. Girls were superior to boys in terms of “The Situation of Doing Reference Books Actively,” “The Situation of Discussing Math Problems with Classmates,” “Discussing Math Homework with Family,” and as for the learning-orientation, girls performed better than boys. 3. The higher level of education and occupation classification of students’ parents were, the higher grades the “family educational investments” were. 4. The gender of students made no difference in math achievements; thus, the higher level of education and occupation classification of students’ parents was, the better the students showed in math achievements. 5. There was a positive correlation between “Having Discussed Math Problems with Classmates” and “Suitable Situation for Reading Broadly”. 6. The learning approaches and math achievements presented positive correlation. 7. Regarding math learning-orientation, the performance in “Doing Math Exercise in Reference Book and Workbook” and “Having Discussed Math Problems with Classmates” could predict the performance of math achievements, about 12% of the variance. 8. Among all the factors, “family educational investments” on “Suitable Situation for Reading Broadly” could play an important role in math prediction, approximately 11.4% of the variance. 9. It was not a predictable factor for math achievements to check students’ learning approaches, just 2.0% of the variance. 10. “The occupation classification of students’ parents” appeared remarkable prediction of math achievements; “the level of education of students’ parents,” however, didn’t. SES could predict the performance of math achievements approximately 9.8% of the variance. In conclusion, I, according to the result of this research, raised some proposals as a reference for the math teachers in elementary school and students’ parents who would like to improve students’ math achievements.