| Summary: | 碩士 === 輔仁大學 === 應用統計學研究所 === 96 === The current Senior High School education in Taiwan adopts “many textbooks on one guideline.” To avert the deviation from the enacted education policy, the researcher displayed the math teaching planning for students with certain degrees. This study explored two aspects. First, on the basis of the bylaws of the course guidelines of Academic Year 95, the significance of these bylaws emerged through the researcher’s compiling and analyzing the recent 20-year math questions to the SAT (Scholastic Aptitude Test) and DRT (Department Required Test). Second, the researcher distributed the questionnaires to the math teachers and the third-year students of a senior high school for perceiving whether there was a significant difference between their cognitions about textbooks. Besides, the correlation of students’ basic data and their test scores was explored and analyzed with the analysis of Ridit and Multidimensional Scaling.
In the SAT, there were more questions and more score allocations in the four units, Algorithm Gossip, Numbers & Axes, Trigonometric function, and Plane & Three-Dimensional Conception. In the DRT of the Social Studies Group, there were more score allocations in the units of Algorithm Gossip, Polynomial, Trigonometric function, Plane & Three-Dimensional Conception, and Conic Section. In the DRT of the Science Group, the score allocations of Algorithm Gossip and Limit were much more than the others.
According to the teachers’ questionnaires, students had more confidence in their abilities for learning Equations & Matric, Sequence & Series, and Polynomial. Nevertheless, Trigonometric function was the most difficult unit for them. According to the students’ questionnaires, students were more confident in the units of Numbers & Axes, Plane & Three-Dimensional Conception, and Equations & Matric. However, they lacked their confidence in the units of Algorithm Gossip, Trigonometric function, and Limit.
The findings between the academic scores and SAT scores were as follows. There was no significant difference between the boys’ and the girls’ SAT scores. Boys got better math scores in the SAT than girls. There was a middle correlation between students’ academic scores and their SAT scores. There was no significant difference between the SAT scores of the Social Studies and the Science Groups. The students of the Science Group got higher math scores in the SAT than those of the Social Studies Group. Besides, the local students got higher SAT scores.
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