學習興趣和自信對中年級學生數學成就成長率的影響
No Thumbnail Available
Date
2021-10-??
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
台灣數學教育學會、國立臺灣師範大學數學系共同發行
Department of Mathematics, National Taiwan Normal UniversityTaiwan Association for Mathematics Education
Department of Mathematics, National Taiwan Normal UniversityTaiwan Association for Mathematics Education
Abstract
我國學生數學成就好卻沒興趣也沒自信，是從國小中年級就已存在的發展趨勢嗎？本研究追蹤三、四年級672位學生於一個學年期間的學習興趣、學習自信和數學成就，應用階層線性模式（Hierarchical Linear Model, HLM）成長模型分析，兩個研究問題的結果顯示：（1）學習興趣、學習自信和數學成就有不同的成長曲線。學習興趣和學習自信呈現下滑趨勢，學習興趣的降幅大於學習自信，三年級的起始水準高於四年級，男生的學習自信起始水準高於女生。數學成就呈現上升趨勢，三年級和男生的增幅大於四年級和女生。（2）學習興趣和學習自信對數學成就成長率有不同程度的影響。以學習興趣為預測變項，三年級和女生的數學成就增幅大於四年級和男生，無論年級或性別，提高學習興趣可增進數學成就。以學習自信為預測變項，三年級和男生的數學成就增幅大於四年級和女生，無論年級或性別，提高學習自信可增進數學成就。以學習興趣和學習自信為預測變項，三年級和女生的數學成就增幅大於四年級和男生，但除三年級女生外數學成就皆呈現下滑趨勢，惟當男生提高學習興趣或學習自信，女生提高學習自信，皆能增進數學成就。最後，說明本研究對相關橫斷和縱貫性研究之貢獻，並提出中年級數學教育宜關注的三個面向與研究建議。
Department of Educational Psychology and Counseling, National Taiwan Normal University In the "Trends in International Mathematics and Science Study (TIMSS)" Taiwanese students performed exceptionally, although they exhibited a less positive attitude and self-confidence about their mathematics learning. The study assessed 672 students from the third and fourth grades for their learning interests, learning confidence, and mathematics achievement longitudinally across three time-points within a school year. Hierarchical linear growth models were utilized to examine two research questions. The results indicated that (1) learning interests, learning confidence, and mathematics achievement all had unique developmental trajectories. While learning interests and confidence declined over time, the slope of learning interests was steeper. The average intercepts of learning interests and confidence of third-graders were higher than those of fourth-graders. The average intercept of learning confidence of boys was higher than that of girls. While mathematics achievement improved over time, the improvements were greater for third-graders and boys than for fourth-graders and girls. (2) The longitudinal effects of learning interests and confidence in mathematics achievement growth were varied. With learning interests as predictors, the increases in mathematics achievement were greater for third-graders and girls than for fourth-graders and boys; growth in learning interests was positively associated with growth in mathematics achievement without significant differences in grades and gender. With learning confidence as predictors, the increases in mathematics achievement were greater for third-graders and boys than for fourth-graders and girls; growth in learning confidence was positively associated with growth in mathematics achievement without significant differences in grades and gender. With learning interests and confidence as predictors, mathematics achievement declined over time. For third-graders and girls, the improvement in mathematics achievement was greater than for fourth-graders and boys. Growth in learning interests and confidence among boys as well as growth in learning confidence among girls were positively associated with growth in mathematics achievement. Conclusions and implications are discussed.
Department of Educational Psychology and Counseling, National Taiwan Normal University In the "Trends in International Mathematics and Science Study (TIMSS)" Taiwanese students performed exceptionally, although they exhibited a less positive attitude and self-confidence about their mathematics learning. The study assessed 672 students from the third and fourth grades for their learning interests, learning confidence, and mathematics achievement longitudinally across three time-points within a school year. Hierarchical linear growth models were utilized to examine two research questions. The results indicated that (1) learning interests, learning confidence, and mathematics achievement all had unique developmental trajectories. While learning interests and confidence declined over time, the slope of learning interests was steeper. The average intercepts of learning interests and confidence of third-graders were higher than those of fourth-graders. The average intercept of learning confidence of boys was higher than that of girls. While mathematics achievement improved over time, the improvements were greater for third-graders and boys than for fourth-graders and girls. (2) The longitudinal effects of learning interests and confidence in mathematics achievement growth were varied. With learning interests as predictors, the increases in mathematics achievement were greater for third-graders and girls than for fourth-graders and boys; growth in learning interests was positively associated with growth in mathematics achievement without significant differences in grades and gender. With learning confidence as predictors, the increases in mathematics achievement were greater for third-graders and boys than for fourth-graders and girls; growth in learning confidence was positively associated with growth in mathematics achievement without significant differences in grades and gender. With learning interests and confidence as predictors, mathematics achievement declined over time. For third-graders and girls, the improvement in mathematics achievement was greater than for fourth-graders and boys. Growth in learning interests and confidence among boys as well as growth in learning confidence among girls were positively associated with growth in mathematics achievement. Conclusions and implications are discussed.