A Study on Relational Model Construction and Empirical Verification among Self-regulated Learning Strategies of Math Word Problems Solving, Reading Comprehension of Word Problems and Solving Performance of Word Problems in Elementary School Students- As an Example of Factor and Multiple Unit

• Main Authors: CHEN, SHIH-CHIEH, 陳世杰
• Other Authors: TSO, TAI-CHENG
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/r297uu

博士 === 國立高雄師範大學 === 教育學系 === 105 === The purpose of this study was to explore the relationship among self-regulated learning strategies of math word problems solving, reading comprehension of word problems and solving performance of word problems of elementary school students. A model was constructed to verify the direct impact of self-regulated learning strategies of math word problems solving on solving performance of word problems by evaluating the reading comprehension of word problems which was the mediator in the model. One scale (“self-regulated learning strategies of math word problems solving scale”) and two tests (“reading comprehension of word problems test” and “solving performance of word problems test”) were constructed in this study. In order to test the reliability and the validity of the scale and tests, the pretest data was obtained from 245 students located in Changhua county and analyzed by exploratory factor analysis (EFA). The target population was grade 6 elementary school students in central Taiwan and 615 students were selected using random stratified cluster sampling. Then, the formal data was randomly split up into two parts. The first part of the data 300 was analyzed by confirmatory factor analysis (CFA) and by using structural equation modeling (SEM), whereas the second part of the data 315 was used for cross-validation analysis. The data in the study was analyzed by exploratory factor analysis, reliability analysis, confirmatory factor analysis and structural equation modeling. Major findings of this study were as follows: 1. The data-model fitted well in measurement models for the scale and tests of elementary school students’ self-regulated learning strategies of math word problems solving, reading comprehension of word problems, and solving performance of word problems. 2. Elementary school students’ self-regulated learning strategies of math word problems solving had a direct and positive effect on their solving performance of word problems. The relationship between self-regulated learning strategies of math word problems solving and solving performance of word problems was also mediated by reading comprehension of word problems. The indirect effect was greater than the direct effect. 3. The results showed that the cross-validation test confirmed the model’s stability and predictability. Based on these research findings, some practical suggestions are for elementary school teachers, students, and further research.