| Summary: | 碩士 === 國立臺中教育大學 === 教育資訊與測驗統計研究所 === 104 === The purse of this study was to realize fifteen-year-old student's collaborative problem-solving skills (CPS) capability and behavioral patterns with different backgrounds in mathmatics. In this study, the test which assessment system is the matrix of collaborative problem solving by PISA2015 draft to test student's in Taiwan. And take the sample from thirty -percent of students each county, which includes 16714students. We coded the item respond and conducted a frequency analysis, sequential analysis to explore the behavioral-frequency transition and behavior patterns in the test.The major finding are as follows:
1.In different gender, female’s CPS capability is better than male, no matter in which CPS skills.
2.In different regions, north Taiwan is better than other regions.
3.In different ability levels, high level groups are better than mid level groups and mid level groups are better than low level groups, no matter in which CPS skills.
4.In overall sequential behavioral patterns, the behavioral-frequency transitions of “establishing and maintaining shared understanding” are rising trend with “taking appropriate action to solve the problem” and “establishing and maintaining team organisation”, but the behavior transition from “taking appropriate action to solve the problem” to “establishing and maintaining team organisation” is showing “fully equipped” and “not equipped”.
5.In different gender sequential behavioral patterns, male’s behavioral patterns aren’t different with the overall. And female’s behavior transition from “taking appropriate action to solve the problem” and “establishing and maintaining team organisation” is showing more “fully equipped” and “ not equipped” than overall. But the behavioral-frequency transitions from “establishing and maintaining shared understanding” to “establishing and maintaining team organisation” is more rising trend than overall.
6. In different regions sequential behavioral patterns, north and mid Taiwan student’s behavior transition from “taking appropriate action to solve the problem” and “establishing and maintaining team organisation” is showing more “fully equipped” and “ not equipped” than overall. South Taiwan student’s capability of two items, Taking appropriate action to solve the problem, have large difference than overall. At last, east Taiwan students’ capbility of “establishing and maintaining shared understanding” is better than overall. And the behavioral-frequency transitionsof “establishing and maintaining shared understanding” are rising trend with “taking appropriate action to solve the problem”.
7.In different ability levels sequential behavioral patterns, we found that low level groups would guess or follow others blindly. In the mid level groups, the behavior which is most obvious is that high capbility students don’t collaborate but low capbility students collaborate. At last, high level groups, their all capbility is great, but when they know how to do, understanding other group members would go down.
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