| Summary: | 碩士 === 明道大學 === 課程與教學研究所 === 101 === This study is aimed to explore the effect of family cultural capital and preschool mathematical experience through motivation on the fourth graders' mathematics achievement. This study employs the TIMSS 2011 databases of Taiwan. The total number of the students involved in the study is 3877. The independent variables include family cultural capital and preschool mathematical experience; motivation is the inter-media variable and the dependent variable is mathematics achievement. To discover the seperate effect of family cultural capital, preschool mathematical experience and motivation on their mathematics achievement among students, IBM SPSS Statistics 20.0, one-way ANOVA which processes descriptive statistics, and Pearson’s product-moment correlation, and path analysis are adopted to analyze the data and make discussions. The research findings are as follows:
1.There are significant differences in mathematics achievement among the three groups of family cultural capital. The students with a higher score are better than those with a common score who are better than those with a lower score.
2.There are significant differences in mathematics achievement among the three groups of preschool mathematical experience.
3.There are significant differences in motivation among the three groups of family cultural capital.
4.There are significant differences in motivation among the three groups of preschool mathematical experience.
5.There are significant differences in mathematics achievement among the three groups of motivation.
6.Family cultural capital is slightly positively correlated with preschool mathematical experience.
7.Family cultural capital affects mathematics achievement more greatly than preschool mathematical experience.
8.Family cultural capital, preschool mathematical experience and motivation contribute to the variance of mathematics achievement. Family cultural capital is the greatest determinator of the three. The total effect of Family cultural capital and preschool mathematical experience through motivation on the mathematics achievement reaches 25.8%. Based on the above research findings, some pedagogical implications and suggestions are intended to bring forth for parents, teachers and future studies.
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