| Summary: | 碩士 === 國立中央大學 === 數學研究所 === 99 === Mathematics has always been a principal curriculum concern for parents and teachers. However, it is also the subject for many students to feel strong anxiety and frustration. In this study, the researcher, as a high school math teacher, aimmed to investigate the correlation between "High School Math Achievement" and "Performance Affecting Factors " in the hope of offering students, parents, teachers and school authorities referential suggestions in the teaching and learning of mathematics.
The factors affecting high school mathematics learning achievements could be categorized into extrinsic and intrinsic motivations. In this study, the researcher included the following four – “Scores of Basic Competence Test for Junior High School Students”, “After-school math tutoring”, “Student -Teacher Interaction”, and “Family Educational Resources” – as the extrinsic variables. On the other hand, “Learning Motivations” and “Mathematics Learning Anxiety” are the intrinsic ones affecting high school mathematics learning achievements. With 120 subjects from the 10th grade, non-gifted classes at one public high school in Taoyuan County, the study was based on the researcher’s self-generated model and students’ basic information for further descriptive statistical analyses, chi-square independence tests, logistic regression analyses and so forth.
The results, from the perspective of extrinsic motivations, showed a strong correlation among “Scores of Basic Competence Test for Junior High School Students”, “After-school math tutoring” , and “Family Educational Resources” . More specifically, among the three, “Family Educational Resources” was negatively correlated with high school mathiematics learning achievements. However, it should be noted that “Student-Teacher Interaction” showed no statistic significance with high school mathematic achievements. As for the intrinsic motivations, both “Learning Motivations” and “Mathematics Learning Anxiety” are significant variables influencing high school mathematics learning, and the later showed a much greater impact than the former.
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