105學年度統測模擬考數學(C)試題分析之研究－以北中南都會區各一所高職學生為例

• Main Authors: LU,YI-FAN, 呂一帆
• Other Authors: HUANG,PI-HSIANG
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/41672523706411067934

碩士 === 國立高雄師範大學 === 數學系 === 105 === The aim of this study is to analyze the items of the test, which is「the fifth mock exam of 105-academic-year technological and vocational college and university joint-entrance examination on the industrial division mathematics test」, about item reliability, validity, difficulty, discrimination for qualitative and quantitative analysis according to classical test theory(CTT), item response theory(IRT) and some methods of statistics. Otherwise, researcher analyzes the answers of students in three vocational high schools respectively from metropolitan areas in northern, central and southern Taiwan. Researcher hopes to enhance the self-ability of constructing test questions and to find out the learning blind spots and difficulties of the students mentioned above. The results of this study will provide teachers teaching advices and the references for the researchers who want to analyze the items of the test. The data of this studty was from students in three vocational high schools respectively from metropolitan areas in northern, central and southern Taiwan and the number of samples was 1537. In order to observe the characterstics of each options in multiple-choice questions (with only one answer) and analyze the answers from students, I used statistical software such as Microsoft Office Excel 2010,SPSS,Testgraf98, and Minitab to calculate related indexes and to draw the figures. The conclusions of this study are as follows: 1. According to the questions checklist analysis and two-way specification table, the content validity of the test is very good. 2. According to the coefficient of KR20 is 0.827, the reliability of the test is good. 3. According to the analysis in CTT, the mean of item difficulty value is about 0.587. It means that the difficulty levels of most test questions are moderate. 4. By the analysis in CTT, the mean of the item discrimination idex is about 0.505. It means that the discrimination levels of most test questions are very excellent. 5.By the option characteristic curves from Testgraf98, the correct options of most multiple-choice questions (with only one answer) have a good discrimination, and the distractors of most multiple-choice questions (with only one answer) play roles as lures very well. 6. By ANOVA, researcher analyzes the scores distribution among students in three vocational high schools respectively from metropolitan areas in northern, central and southern Taiwan .It shows that there is a significance difference between students in northern and southern Taiwan. 7.Testing the correct proportion of each questions of each students in three vocational high schools respectively from metropolitan area in northern, central and southern Taiwan by chi-square test in association table shows that there is a significance difference in concept understanding type test items from students in three regions. 8. Researcher devides 25 test questions into 4 different mathematical concepts and analyzes the difference of performance among students in three vocational high schools respectively from metropolitan areas in northern, central and southern Taiwan by ANOVA. It shows that there are significant differences between students in southern region and other regions about system of numbers and geometry. These results are valuable to be a teaching references in the future for researcher and other teachers.