| Summary: | 碩士 === 輔仁大學 === 統計資訊學系應用統計碩士班 === 100 === This study selects “Probability and Statistics” unit curriculum, which is a major topic of the high school math textbook, based on the 99 Curriculum Standards announced by Taiwanese Ministry of Education, and divides the content into three sub-units, “probability and mathematics”,“data description and “reorganization” and
“probability statistics and mathematics” to carry out a curriculum design. The main purpose is, through the integration analysis and implementation of these contents, to understand whether a curriculum design meets the teaching requirements, and to discuss the variation factors in students’ learning.
The curriculum implementation in the e-book system was posted in the network library for students’ online reading, and the formal test was conducted after the evaluation testing papers were corrected by the expert and the incumbent teachers. The main method applied to the data analysis is the Hierarchical linear Model (HLM), and the results of the study are as follows:
1.The science group performs more excellently than the humanity group.
2.There is a variation in the evaluation test among the research groups.
3.The students’ mathematics grade in the last semester is the variation factor in effectively predicting the
achievement evaluation; there is a variation in the achievement evaluation among the different groups of
different mathematics grades of the last semester.
4.The average achievement evaluation of the students’ learning varies with different groups; after excluding
all the explainable variants in the average mathematics grades of the last semester, differences are still
observed in the average achievement evaluation among the groups. Therefore, what has caused the differences
in the students’ average achievement evaluation might require the explanation of other variants, in
addition to the group factor and the mathematics grade factor of the last semester.
5.The influence of the last-semester mathematics grade on learning achievement evaluation varies with groups.
On the whole, the curriculum design does cause the variations in the achievement evaluation among groups and indeed leads students to learn basic concepts, resulting in a better control of questions on basic concepts.Lastly, there is variation observed in the discriminative content and in the discriminative questions.
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