| 摘要(英) |
Many Taiwanese students would be afraid when they heart about math, and they do not want to touch it, calculus is a course which many college students are very afraid. Due to the discovery of each student’s calculus learning methods, their attitudes 、performance and achievements are not the same, and then to think of different ways to say is not, attitudes will affect the level of achievement it? While this study is based on joint teaching calculus central University of 1,017 students for the object, using a survey of 890 valid questionnaires, EXCEL do data compilation, SPSS statistical software for factor analysis and T-test, as well as correspondence analysis SPAD software to operate. The study includes a willingness to learn (learning control preferences and beliefs into two dimensions) and learning strategies (divided into two confirmed and self-regulation for) two parts, while the questionnaire is the reference MSLQ motivation and learning strategies questionnaire using Likert 5-point scale (Likert scale) (strongly disagree, disagree, general, agree, strongly agree).
The study found results for preferences, learning control beliefs, there is a significant correlation between self-regulation, and for the correlation does not prove significant.
And since questionnaires were also found to actually men and women in grades above difference is not significant, showing that the factors affecting student achievement differences between men and women can be excluded. |
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