臺灣中學生同儕教學對數學焦慮與學習成效影響之研究

以作者查詢圖書館館藏

、以作者查詢臺灣博碩士

、以作者查詢全國書目

、勘誤回報

、線上人數：87

、訪客IP：3.14.251.43

姓名

戴唯凱(Wei-Kai Tai) 查詢紙本館藏

畢業系所

學習與教學研究所

論文名稱

臺灣中學生同儕教學對數學焦慮與學習成效影響之研究

相關論文

★ 建置臺灣兒童中文文字識詞測驗及其相關研究	★ 數學識讀文本發展與研究--以七年級的負數與分數單元為例
★ 臺灣兒童中文詞彙深度測驗編製及其信度與效度之研究	★ 人格特質、投入程度與自我效能之關聯 ─以國小食農教育為例

檔案

[Endnote RIS 格式]

[Bibtex 格式]

[相關文章]

[文章引用]

[完整記錄]

[館藏目錄]

[檢視]

[下載]

本電子論文使用權限為同意立即開放。
已達開放權限電子全文僅授權使用者為學術研究之目的，進行個人非營利性質之檢索、閱讀、列印。
請遵守中華民國著作權法之相關規定，切勿任意重製、散佈、改作、轉貼、播送，以免觸法。

摘要(中)

臺灣中學生在2022年的PISA測驗的結果中，數學成績排名第三，然而，數學焦慮卻高於平均值，雖然成績表現優異，但長期的數學焦慮可能影響學生的心理狀態和學習成效，如何保持良好的數學成績並減緩學生的數學焦慮，已成為教育界最關心的議題之一。本研究旨在透過數學同儕教學，降低中學生數學焦慮、並提升數學學習成效，期望未來能實際運用於中學數學教學現場。
本研究利用對照組等待名單 (waiting list control group) 設計，選擇兩個數學程度相近，並且性別平均分布的國中一年級班級，總共49人 (先行組25人，等待組24人)。研究總時長為四週，每週兩次教學介入，每次教學介入時長三十分鐘。在教學介入方面，數學同儕教學的介入會讓學生在做完練習題後在同儕小組間互相討論，而傳統教學法的介入則是做完練習題後教師直接進行檢討。在教學介入前會先實施前測，前兩週先行組進行數學同儕教學，等待組進行傳統教學法，前兩週教學介入結束後進行第一次後測，在之後兩週兩組教學方法交換，先行組進行傳統教學法，等待組進行數學同儕教學，後兩週結束後再進行第二次後測。資料共蒐集三次，每次測驗包含學生的數學焦慮、考試壓力與數學成績，首先，檢驗學生在數學焦慮與數學成績間的相關性，接著，探討數學同儕教學與傳統教學法對數學焦慮和數學成績的影響，最後，檢驗數學焦慮是否為不同教學法與數學成績間的中介效果。結果發現：(一) 學生的數學焦慮與數學成績呈現負相關 (r = -.50**)，在經過數學同儕教學後，數學焦慮與數學成績仍為負相關 (r = -.30*)；(二) 數學同儕教學組別的學生數學焦慮有下降 (效果量為.10)，不過在數學表現上並無提升，反而是傳統教學法組別的學生數學成績有些許進步 (效果量為.24)；(三) 數學焦慮並非不同教學法與數學表現中的中介效果。

摘要(英)

In the 2022 PISA results, Taiwanese middle school students ranked third in mathematics. However, their mathematics anxiety is above average. Despite their excellent performance, prolonged math anxiety may affect their psychological state and learning effectiveness. Balancing high math achievement with reducing students′ math anxiety has become one of the most important issues in the education field. This research aims to reduce middle school students’ mathematics anxiety and improve their mathematics learning effectiveness through mathematics peer tutoring, it is hoped that it can be used in the teaching field in the future.
This study employs a waiting list control group design and selects two first-grade junior high school classes with comparable mathematics proficiency and balanced gender distribution, totaling 49 students (25 in the experimental group and 24 in the control group). The study lasted four weeks, with two times teaching interventions per week, each lasting thirty minutes. In the intervention, the peer tutoring approach allowed students to discuss practice problems within their small groups after completing them, while the traditional instruction involved the teacher directly reviewing the problems after completion. In the first two weeks, the experimental group underwent peer tutoring, while the control group received traditional instruction. After the first two weeks of intervention, both groups took the first post-test. In the next two weeks, the instructions of the two groups were exchanged. The experimental group received traditional instruction, and the control group received peer tutoring. Both groups took the second post-test after the last two weeks.
The data was collected three times. Each test included students’ math anxiety, exam pressure and math scores. First, examine the correlation between students′ mathematics anxiety and mathematics scores. Then, explore the impact of peer tutoring and traditional instruction on mathematics anxiety and mathematics scores. Finally, examine whether mathematics anxiety is a mediated effect between different instructions and mathematics scores.
The research findings revealed that: (1) Students′ mathematics anxiety and mathematics performance were negatively correlated(r = -.50**). After mathematics peer tutoring, mathematics anxiety and mathematics performance were still negatively correlated(r = -.30*); (2) The mathematics anxiety of students in the peer tutoring group has decreased (effect size = .10), but there is no improvement in mathematics scores. However, the mathematics scores of students in the traditional instruction group has improved slightly (effect size = .24); (3) Mathematics anxiety is not the mediated effect between different instructions and mathematics performance.

關鍵字(中)

★ 數學焦慮
★ 數學成績
★ 同儕教學
★ 中介效果

關鍵字(英)

★ mathematics anxiety
★ mathematics scores
★ peer tutoring
★ mediated effect

論文目次

摘要 i
Abstract ii
目錄 iv
表目錄 vii
圖目錄 viii
壹、緒論 1
第一節、研究背景與動機 1
第二節、研究目的與研究問題 2
第三節、研究假設與研究限制 3
第四節、名詞解釋 3
(一)數學焦慮 3
(二)教學介入 3
(三)同儕教學 4
(四)數學學習成效 4
貳、文獻探討 5
第一節、數學焦慮 5
(一)數學焦慮 5
(二)數學焦慮量表 7
(三)總結 8
第二節、教學介入 9
第三節、同儕教學 11
(一)同儕教學 11
(二)數學同儕教學 12
(三)總結 17
參、研究方法 18
第一節、研究參與者與研究場域 18
第二節、研究工具 18
(一)數學焦慮量表 18
(二)考試壓力量表 20
(三)數學成就測驗與上課教材 22
第三節、研究設計與流程 22
(一)研究設計 22
(二)研究流程 23
(三)教學介入進度 25
(四)數學同儕教學法流程 25
(五)傳統教學法流程 27
(六)測驗內容 27
第四節、數學同儕教學分組及互動方式 28
第五節、資料分析 29
(一)數學焦慮量表 29
(二)檢驗中學生數學焦慮與數學成績間的相關 29
(三)數學同儕教學對數學焦慮與數學成績的影響 30
(四)數學焦慮在不同教學法間與數學成績間的中介效果 30
肆、研究結果 31
第一節、數學焦慮量表測量 31
(一)效度 31
(二)信度 33
第二節、數學焦慮與數學成績相關 35
(一) 數學焦慮、考試壓力與數學成績間的關聯 35
(二)中學生數學焦慮與數學學習成績間的關聯 36
第三節、數學同儕教學對數學焦慮與數學成績的影響 38
(一)同儕教學對數學焦慮的影響 39
(二)同儕教學對數學成績的影響 43
第四節、數學焦慮在不同教學法與數學成績間之中介效果 46
伍、討論 49
第一節、數學焦慮量表 49
第二節、數學焦慮與數學成績間的關聯 50
第三節、數學同儕教學對數學焦慮與數學成績的影響 51
(一)不同時間點學生的「數學焦慮」分析 51
(二)不同時間點學生的「數學成績」分析 53
(三)數學同儕教學對數學焦慮與數學成績的影響 54
第四節、數學焦慮在不同教學法與數學成績間之中介效果 55
第五節、綜合討論 56
(一)數學同儕教學對數學焦慮與數學成績的影響 56
(二)數學焦慮的中介作用 58
第六節、研究建議與結論 59
(一)研究建議 59
(二)研究限制 60
(三)結論 61
陸、參考文獻 61
附錄 65
附錄1 數學課程教案 65
附錄2 中學生數學焦慮量表 67
附錄3 中學生考試壓力量表 69
附錄4 家長知情同意書 71

參考文獻

趙子揚、宋曜廷(2019)。中學生考試壓力與個人特性：潛在類別分析。教育科學研究期刊， 64(3)，203–235。
宋曜廷、周業太、吳佩璵、林秀珊、曾芬蘭(2010)。從學校本位評量省思臺灣擴大免試入學方案。教育科學研究期刊，55(2)，73-113。
宋曜廷、趙子揚、王雅鈴、黃瓅瑩、陳佳蓉、曾芬蘭(2013)。「中學生考試壓力量表」之編製及其信度與效度之分析。測驗學刊，60(2)，291-318。
教育部(2012)。十二年國民基本教育落實國中教學正常化、適性輔導及品質提升方案。中華民國教育部。
Alegre, F., Moliner, L., Lorenzo-Valentin, G., & Maroto, A. (2018). Peer tutoring and academic achievement in mathematics: A meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 14(1), 337-354.
Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentin, G. (2019a). Peer tutoring and mathematics in secondary education: Literature review, effect sizes, moderators, and implications for practice. Heliyon, 5(9), e02491.
Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentin, G. (2019b). Peer tutoring in algebra: A study in Middle school. The Journal of Educational Research, 112(6), 693-699.
Alegre, F., Moliner, L., Lorenzo-Valentin, G., & Maroto, A. (2021). Learning statistics and probability through peer tutoring: A middle school experience. South African Journal of Education, 41(2), S1-S9.
Alexander, L., & Martray, C. (1989). The development of an abbreviated version of the mathematics anxiety rating scale. Measurement and Evaluation in Counseling and Development, 22(3), 143-150.
Ashcraft, M. H., & Moore, A. M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197-205.
Awofala, A. O. A., & Agbolade, F. O. (2023). Effect of peer-tutoring strategy on senior secondary school students’ achievement in mathematics. ASEAN Journal for Science Education, 3(1), 1-12.
Clements, D. H., Sarama, J., Layzer, C., Unlu, F., & Fesler, L. (2020). Effects on mathematics and executive function of a mathematics and play intervention versus mathematics alone. Journal for Research in Mathematics Education, 51(3), 301-333.
Devine, A., Fawcett, K., Szűcs, D., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral and Brain Functions, 8, 1-9.
Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33-46.
Hines, C. L., Brown, N. W., & Myran, S. (2016). The effects of expressive writing on general and mathematics anxiety for a sample of high school students. Education, 137(1), 39-45.
Hunt, T. E., Clark-Carter, D., & Sheffield, D. (2011). The development and part validation of a UK scale for mathematics anxiety. Journal of Psychoeducational Assessment, 29(5), 455-466.
Kazelskis, R., Reeves, C., Kersh, M. E., Bailey, G., Cole, K., Larmon, M., Hall, L., & Holliday, D. C. (2000). Mathematics anxiety and test anxiety: Separate constructs?. The Journal of Experimental Education, 68(2), 137-146.
Moliner, L., & Alegre, F. (2020a). Effects of peer tutoring on middle school students’ mathematics self-concepts. PloS one, 15(4).
Moliner, L., & Alegre, F. (2020b). Peer tutoring effects on students’ mathematics anxiety: A middle school experience. Frontiers in Psychology, 11, 1610.
Moliner, L., & Alegre, F. (2022). Peer tutoring in middle school mathematics: Academic and psychological effects and moderators. Educational Psychology, 42(8), 1027-1044.
Ramirez, G., & Beilock, S. L. (2011). Writing about testing worries boosts exam perform ance in the classroom. Science, 331(6014), 211-213.
Richardson, F. C., & Suinn, R. M. (1972). The mathematics anxiety rating scale: Psychometric data. Journal of Counseling Psychology, 19(6), 551-554.
Rounds, J. B., & Hendel, D. D. (1980). Measurement and dimensionality of mathematics anxiety. Journal of Counseling Psychology, 27(2), 138-149.
Sorvo, R., Kiuru, N., Koponen, T., Aro, T., Viholainen, H., Ahonen, T., & Aro, M. (2022). Longitudinal and situational associations between math anxiety and performance among early adolescents. Annals of the New York Academy of Sciences, 1514(1), 174-186.
Szczygieł, M., Szűcs, D., & Toffalini, E. (2024). Math anxiety and math achievement in primary school children: Longitudinal relationship and predictors. Learning and Instruction, 92, 101906.
Tobias, S., & Weissbrod, C. (1980). Anxiety and mathematics: An update. Harvard Educational Review, 50(1), 63-70.
Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32(3), 321-345.
Watts, T. W., Clements, D. H., Sarama, J., Wolfe, C. B., Spitler, M. E., & Bailey, D. H. (2017). Does early mathematics intervention change the processes underlying children′s learning?. Journal of Research on Educational Effectiveness, 10(1), 96-115.
Zhang, J., Zhao, N., & Kong, Q. P. (2019). The relationship between math anxiety and math performance: A meta-analytic investigation. Frontiers in Psychology, 10, 1613.

指導教授

趙子揚(Tzu-Yang Chao)

審核日期

2024-7-23

推文