Exploring Factors of Continuous Mathematics Learning by Integrating Information Technology into PISA for Some 9th Grade Students

• Main Authors: Chi-Ting Tu, 凃吉定
• Other Authors: Zen-Yi Chen
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/39739576342294926805

碩士 === 南華大學 === 資訊管理學系 === 102 === 　　Programme for International Student Assessment hosted by Organization for Economic Co-operation and Development is the ability of students literacy survey . Data with the results of Taiwan in 2012 (PISA2012) showed the mathematical literacy ranking of our students was fifth (2009) last year and progress to fourth. Notably PISA2012 project leader Professor Hong Bixia said, Taiwan students' math performance although excellent, but the magnitude of individual differences were also becoming more serious, possible cause was mathematical literacy performance in the middle groups representing the degree of progress, but low achievement students presented to give up learning. Therefore, this study did research on middle and low achievement students. With application of PISA materials and information integration into teaching as intervening variables, the research explored the possible factors for students in continuous learning mathematical reading activity. Taking the students' attitude as the nearest variables, and teaching materials and teaching law in force as intervening variables, external variables is the status of individual learning. Study used questionnaires and statistical analysis, the objects are 67 girl students in the third grade in a junior high school. 67 questionnaires were returned, and 55 copies were valid questionnaires. Excel and Visual PLS statistical software for statistical analysis and Structural Equation Modeling (SEM) was estimated to make inferences path. The comments were that the students’ learning attitude was the main factor to affect continuous learning mathematical reading activity；the second was the information integration PISA materials and teaching methods. the information integration PISA materials and teaching methods was the main factor to affect the learning willingness of low mathematical achievement and low self-confidence students. However, we sort the factors through the student learning effectiveness, we found that the lower learning effectiveness they have, information integration PISA textbooks and teaching learning gradually increased the continuous learning willingness. Seen by the study, teachers can choose the appropriate degree of PISA student textbook, and supplemented by appropriate teaching methods, it is possible to improve the students of low learning willingness to learn.