摘要(英) |
The study is based on 751 students who was taking United Class of Calculus course in 2011. After applying the questionnaire, there are 623 valid data. Then, After applying data organization, item analysis and factor analysis, two parts with four factors (in total) are found and named it as: Mathematics Confidence and Learning Strategies (with Self-planning, Self-regulation, and non-information resource management). Moreover, correlation analysis, regression analysis and multiple correspondence analysis were used to discuss the relationship between factors and learning result. The questionnaire was using MSLQ Motivated Strategies for Learning Questionnaire as a reference with 5-point Likert scale (strongly disagree, disagree, general, agree, strongly agree).
The questionnaire in this study have high reliability (Cronbach′s α = 0.841), and every factor had met the reliability standard (Cronbach′s α ≥0.7). The results of this study found that the mathematical confidence and Learning Strategies for both semesters′ Calculus have significantly positive correlation. Then, the study also discussed if this result could apply on other related subjects and found that mathematics confidence and first semester English had negative correlation, but there is no significant correlation in mathematics confidence and English second semester. However, the first and second semester English and learning strategies both had positive and significant correlation. By using the same idea to find the relationship with the cumulative ranking, the study found mathematics confidence and learning strategies both had significant and positive relationship with cumulative ranking. Finally, we discussed relationship between Subjects (English and Calculus) and cumulative rank correlation. Both Calculus and English have positive correlation with cumulative ranking, and with the Calculus has higher correlation than English, this shows how important Calculus is for Science and Technology department students.
Comparing each semester cumulative ranking and cumulative ranking, the study found that the third-semester grades and cumulative ranking were the closest. This results that the third semester had more important courses for Science and Technology department students. Also, academic performance between men and women were found that women performed better than men. These two results were worth to have further and deeper discussion.
|
參考文獻 |
參考文獻
(1) 宋韋霆(2014) 大一新生時間管理與微積分學業成就相關之研究-以中央大學微積分聯合教學為例,國立中央大學碩士論文。
(2) 陳百彥(2013) 學習意願與學習策略對學業成績的影響-以中央大學微積分聯合教學為例,國立中央大學碩士論文。
(3) 邱浩政(2010) 量化研究與統計分析:SPSS(PASW)資料分析範例解析,五南。
(4) 張春興(2013) 教育心理學,東華書局。
(5) 陳玉玲(1995) 目標設定、目標投入與自我效能對國小學生數學作業表現的影響,國立高雄師範大學碩士論文。
(6) 林碧珍、蔡文煥(2005)。TIMSS 2003 台灣國小四年級學生的數學 學習成就及其相關因素之探討。教育科學月刊,282,2-40
(7) 賴香如(2004)。高高屏地區後期中等教育學生學習動機與學習策略之研究。國立屏東科技大學碩士論文。
(8) 王東勳(2007)。高職汽車科學生實習課程的學習動機與學習策略之相關研究。國立彰化大學碩士論文。
(9) 葉和滿(2002)。不同入學管道的高中生學習動機、學習策略與學業成就之研究。國立彰化師範大學碩士論文。
(10) 歐姿妤(2005)。護專學生學習化學學科之自我概念、學習動機與學習策略相關性研究。靜宜大學博士論文。
(11) 趙貞怡(2003)。學習策略的分類與定義。師大學報,48(2),197-224
(12) 程炳林(1992)。激勵的學習策略之相關研究。國立政治大學碩士論文。
(13) 程炳林(2002)。大學生學習工作、動機問題與自我調整學習策略之關係。 台灣師大學報,33(2),79-102。
(14) 莊裕庭(2002)。國二高低數學成就學生解題之後設認知個案研究。國立高雄師範大學碩士論文。
(15) 溫淑貞(2008)。以單位概念配合後設認知策略建立分數加減概念理解的歷程之研究。國立臺南大學碩士論文。
(16) 陳李綢(1992)。國小男、女生後設認知能力與數學作業表現的關係研究。教育心理學報,25,97-109。
(17) 吳素卿 (2010)。高中生英語學習動機、學習策略使用與英語學習成就之研究。國立彰化師範大學碩士論文。
(18) 張淑娟(1997)。高一學生後設認知能力與數學解題能力關係之研究。國立高雄師範大學碩士論文。
(19) Age, D., & Therese, K. (2010). A mediation analysis of achievement motives, goals, learning strategies, and academic achievement. British Journal of Educational Psychology, 80, 671-687.
(20) Bandura, A. (1977, 1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
(21) Beger,J.L.,& Karabenick,S.A.(2011).Motivation and students use of learning strategies: Evidence of unidirectional effects in mathematics classrooms, Learning and Instruction,21(3) 416-428
(22) Eric Zhi Feng Liu & Chun Hung Lin: The Survey study of
Mathmatics Motivated Strategies for Learning Questionnaire (MMSLQ) for grade 10–12 Taiwanese.
(23) Marsh, H. W., & Yeung, A. S. (1997). Causal effects of academic self-concept on academic achievement: Structural equation models of longitudinal data. Journal of Educational Psychology, 89, 41-54.
(24) Marsh, H. W., & Yeung, A. S. (1996). The distinctiveness of affects in specific school subjects: An application of confirmatory factor analysis with the National Educational Longitudinal Study of 1988. American Educational Research Journal, 33, 665-689.
(25) Pintrich,P.R.,& De Groot,E.V.(1990).Motivational and self-r egulated learning components of classroom academic performance. Journal of Education Psychology.82,33-40 。
(26) Pintrich,P.R.,Smith,D.A,& Mckeachie,W.J.(1989).A Manual for the use Of the Motivated Strategies for Learning Questionnaire (MSLQ).The University Michigan,Michigan.
(27) Schunk,D.H.,& Hanson,A.R.(1985).Peer-models: Influence on children ′ s self-efficacy and achievement. Journal of Education
Psychology.77(3),313-322 。
(28) Tobias, Sigmund & Everson, Howard.(1995).Development and Validation of an Objective Measure of Metacognition. .Paper presented at the Annual Meeting of the Francisco, CA.
(29) Young, S.H., & Vrongistinos, K.(2002). Elementary in-service teachers’ self-regulated learning strategies related to their academic achievements. Jorunal of Instructional Psychology, 29(3), 147.
|