A Study of Teaching Styles of The Mathematics Teachers Perceived by Junior High School Students, Mathematics Academic Emotions and Mathematics Academic Achievement

• Main Authors: Shu-chin Yu, 余淑卿
• Other Authors: Chi-sui Hsu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/96370330494421167029

碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 99 === The purpose of this study was to explor the correlation among teaching styles of the mathematics teachers perceived by junior high school students,Mathematics academic emotions and Mathematics academic achievement. First of all, the relevant literature was researched, summarized and organized, in order to establish the theoretical framework of this study. The main research tool was "Perception of Teaching Style of The Mathematics Teachers Scale for Students and Mathematics Emotion Scale." The effective samples selected in the study, 442 junior high school students, were selected from Jiankang Junior High School in Tainan City, and studied in grade 8 in 99th academic year. In data processing, the statistical methods used to analyze the data were the average, standard devitation, one-way ANOVA, Independent sample t-test, multiple regression. Seven conclusions were summarized as following: 1. The highest perception of teaching styles of The Mathematics Teachers perceived by the junior high school students was democracy. 2. The junior high school students’ Mathematics academic emotion was highest by the proud score. 3. The junior high school students’ academic achievement in Mathematics learning presents the platykurtosis and polarization phenomenon. 4. For the junior high school students, the teaching style of the Mathematics teachers "democracy" was positively correlated to all the positive Mathematics academic emotions. 5. For the junior high school students, the students learned with the teaching style of the Mathematics teachers "democracy" had better Mathematics academic achievement than those learned with the teaching style of the Mathematics teachers "strict authoritarian" and "nonintervention". 6. For the junior high school students, there was significant positive correlation between their positive Mathematics academic emotions and Mathematics academic iii achievement.And there was significant negative correlation between their negative Mathematics academic emotions and Mathematics academic achievement. There were no significant difference between Mathematics academic emotions "angry" or "shame" and their academic achievement. 7. The students whose Mathematics academic emotions were "hope" or "angry" could be predicted to have higher academic achievement in Mathematics. And those who had more Mathematics academic emotions as "anxious" or " hopeless" could be predicted to have lower academic achievement in Mathematics.