| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學澎湖碩士班 === 101 === The study had aimed to investigate students’ perceptions of math learning disturbance sources and coping strategies from high-grade elementary schools in Penghu, in order to analyze the differences of perceptions among students’ backgrounds and to examine the correlations between learning disturbances and coping strategies. Questionnaire survey and semi-structured interviews were employed as methodology. The data were 755 valid responses from high-grade elementary school students in Penghu through random sampling and analyzed by SPSS for descriptive statistics, t-test, one-way ANOVA, and Pearson product-moment correlation coefficient.
According to the findings, conclusions had been reached as follows:
1. The general perception of math learning disturbances from high-grade elementary school students in Penghu was close to the medium degree, while “individual factor” showed the most influential source and “school factor” the least.
2. There was a significant difference of math learning disturbances among high-grade elementary school students in Penghu in terms of their genders, grades, math scores, family atmosphere, parental discipline, and teachers’ attitudes of classroom management.
3. Among the coping strategies, the most employed was “self solution”, followed by “seeking
resources” , while the least ones were “emotional vent” and “ignorance”.
4. There was a significant difference of coping strategies among high-grade elementary school students in Penghu based on their genders, grades, math scores, locations, parents’ educational backgrounds, family atmosphere, parental discipline, and teachers’ attitudes of classroom management.
5. There was a slight negative correlation between students’ math learning disturbances and their coping strategies in terms of “self solution”and “seeking resources”, and a slight positive correlation in terms of “emotional vent” and “ignorance”.
Based on the conclusions, suggestions had been made for schools, teachers, parents, and further research.
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