The learning Attitudes and Academic Achievement Between New Immigrant Children and Native children in Math Field- Take One Elementary School in Younlin County For Example-

• Main Authors: Chang,Su E, 張素娥
• Other Authors: Hu,Feng Jung
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/45925071212824561043

碩士 === 國立臺中教育大學 === 教育測驗統計研究所 === 100 === The purpose of the study is to explore native children and new immigrant children’s learning attitudes and their influences on academic achievement in math field. The influential factors on learning attitudes include new immigrants’ socio-demographic background, were also investigated in the study. . To achieve the objectives, the researcher adopted literature review and a questionnaire survey as research methods. The participants were students of one elementary school in Yulin County. Ninety six questionnaires were distributed to students in the elementary school. The result of questionnaires was analyzed by descriptive statistics, an independent sample t-test, an analysis of variance (ANOVA) followed by a post-hoc test and a stepwise multiple regression. To conclude, there were major findings in the study. 1.The native children children’s overall learning attitudes were rated 3.678 in a 5-point Likert scale. The children had moderate academic achievement with an average score of 49.972. The new immigrant children’s overall learning attitudes were rated 3.728 in a 5-point Likert scale. The children had moderate academic achievement with an average score of 50.105. 2.There are certain difference between boys and girls in math learning attitude. 3.There is no influence on learning attitude and academic achievement in math whether if children are new immigrant children or not. 4.New immigrant children’s anxieties in math learning are different according to their mothers’ nationality. However, there’s no significant relation between academic achievement and mothers’ nationality. 5.Mothers’ Chinese proficiency has no impact on new immigrant children’s learning attitude and academic achievement in math. 6.Mothers’ educational level has no influence on new immigrant children’s learning attitude and academic achievement in math. 7.New immigrant children’s math learning motivations are distinguished according to their learning environment. However, there’s no significant relation between math academic achievement and learning environment. 8.There is a significant relation for new immigrant children between learning attitude and academic achievement.