| Summary: | 博士 === 國立臺北教育大學 === 教育經營與管理學系 === 106 === The factors that impact the mathematics achievements of junior high school students are quite complex. Traditionally, the studies of this topic have mainly focused on discussing at a single aspect. However, this study analyzes the factors that impact the mathematics learning achievement of eighth graders in Taiwan at multilevel viewpoints. This study adopts the secondary data analysis method to analyze the 4,316 eighth graders in the database established after Taiwan participated in the TIMSS 2015. In addition to understanding the factors that impact the mathematics achievement of Taiwan's eighth graders as a whole, this study also divides the data in the database into students of rural and metropolitan areas and conducts analysis to understand the factors that impact the mathematics achievement of Taiwan's eighth graders in rural and metropolitan areas. The methods of data analysis include descriptive statistics, independent-sample t-test, one-way ANOVA, multiple regression analysis and hierarchical linear analysis, and the following conclusions are obtained: 1. There are significant variations in the mathematics learning achievements and their influencing factors between schools, and the difference between schools can explain that 22% of the mathematics achievement should not be ignored; 2. The mathematics learning achievement of eighth graders is impacted by cross-level factors such as background variables (the education level of parents), contextual variables and intermediate variables (the teaching of teachers), and the mediation effect is obvious; 3. In terms of the macro-level, for metropolitan area schools, the better the school atmosphere, the higher the parent involvement, the better the students' mathematics learning achievement will be, and the learning motivation in the contextual variables will positively impact the mathematics learning achievement;
4. In terms of the cross-level interactions, the school atmosphere and parent involvement can both create moderation effect in mathematics learning achievements; 5. After dividing the schools by metropolitan and rural areas and conducting an overall analysis, this study finds that there are discrepancies in students’ mathematics learning achievement, parents’ educational level, peer relationship, and teachers’ instruction between the two areas. After further analyzing the influence level of the above factors, the learning motivation of the students is the important influencing factors for mathematics learning achievement in both metroplitan and rural area. Based on the above conclusions, this study proposes the relevant suggestions to the educational administration authority, schools, teachers, parents, and future studies.
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