A Study of Calculus Learning Strategies and Calculus Achievement of Freshmen at University

• Main Authors: Yang, Jia-Sheng, 楊嘉勝
• Other Authors: Pai ,Chi-Guang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/27794468167947316497

碩士 === 國立交通大學 === 應用數學系所 === 99 === The purpose of this study was to explore the calculus learning strategies of freshmen at university, the diversity of background variables, and the relation between calculus learning strategies and calculus achievement. The implement of calculus learning strategies was the questionnaire edited by myself. The sample was 952, eliminated the invalidation, the validation was 626, so the available sample was 74.5%. The calculus achievement was the final examination of the 1st semester of the academic year 2011. The statistical methods used to analyze the data were Descriptive Statistics, t-test, One-way ANOVA, Two-way ANOVA, Correlation. The major findings are followings: (1) The best calculus learning strategies were “worth of subject”, “finding help”, and “prior knowledge”. The worst calculus learning strategies were “anxiety” , “self-superintendence”, and “problem understanding”. (2) The background variables had a significant impact on calculus learning strategies. (3) The background variables had a significant impact on calculus achievement. (4) There were interaction effects between the background variables and calculus achievement concerning calculus learning strategies. (5) There were positively connected between calculus learning strategies and calculus achievement. (6) There were positively connected between the mathematics achievement of entrance examination of university and calculus achievement. Finally, some suggestions for students , educators, and future research were proposed according to the results.