A Study on the Efficacy of Implementing Remedial Instruction to the Mathematics Underachievers in Junior High School

• Main Authors: Yi-ta Wu, 吳易達
• Other Authors: Ben-ray Jai
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/77947074018316459259

碩士 === 南華大學 === 教育社會學研究所 === 98 === 　　This study aims to investigate both learning achievement and attitude of the mathematics underachieving students in junior high school after they were administered with math remedial instruction; additionally, the factors affecting their learning efficacy are also discovered. Through action research method, the subjects the researcher took are 10 second-graders he taught at a junior high. Every subject took 36 45-minute sessions of math remedial instruction for 18 weeks with a frequency of two times a week. With a view to exploring the changes that math underachievers made on learning achievement and attitude, as well as the factors impacting their learning efficacy, this research organized and analyzed the relevant on-site remedial instruction datum by participating observation, interview, and data collecting methods. 　 　　The following are the findings the study summarized: 1. After taking the math remedial instruction, an apparent upward trend that promotes both math learning interest and confidence was shown, also increased were underachievers’ class participation and learning attitude. They meanwhile made steady progress in math learning achievement. 2. Adequate course materials, proper usage of diversified pedagogies are conducive to students’ learning efficacy. 3. Factors such as teachers’ qualities, the length of overall teaching hours, learning climate in the class, students’ individualities, and students’ family-related factors are influential to students’ learning efficacy. 4. With adequate pedagogies, students can actually be motivated by teachers to build an inclination for learning math. By doing so, students are prone to make long-lasting progress within a shorter period of time. 　 　　Based on the study results and findings, concrete suggestions are separately contributed to school math teachers, school administrative system, and future studies. In the hope this study can serve as reference bases for future math education reform and remedial instruction.