A Correlation Study for The Mathematics Learning Strategy, Mathematics Anxiety, and Mathematics Achievement in Elementary School

• Main Authors: Liauang-yi Huang, 黃量意
• Other Authors: Hsin-Min Sun
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/92788283996463132782

碩士 === 國立臺南大學 === 數學教育學系教學碩士班 === 96 === Based on the survey from self-designed “questionnaire of learning condition in mathematics for six graders,” this research explores the relationship within different background variations, “mathematics learning strategy,” “mathematics anxiety” and “mathematics achievement.” The samples are chosen by utilizing and combining cluster sampling and stratified random sampling from six graders in Kaohsiung County, whereas the research material is analyzed through two-way ANOVA, Pearson product-moment correlation and multiple-regression-analysis. The results are as follows: 1. There is no interaction for students of various sexes and districts in “mathematics learning strategy,” “mathematics anxiety” and “mathematics achievement.” 2. Significant difference exists in “mathematics learning strategy” and “mathematics anxiety” between both sexes and among students dwelling in different districts. 3. It shows a positive moderate correlation between “mathematics learning strategy” and “mathematics achievement.” However, a negative moderate correlation is exhibited between “mathematics anxiety” and “mathematics achievement.” 4. The predictive power for the academic achievement is significant in “motive strategy” and “metacognition” that belong to “mathematics learning strategy” and in “classroom anxiety,” “personal concern” and “test anxiety” that are included in “mathematics anxiety.”