| 摘要: | 數學在學校課程中一直是家長與教師關心的一門學科，也是許多學生害怕與容易受挫的科目。由於研究者本身為高中數學教師，因此本研究探討「高中生數學學習成就」與「影響表現的因素」，提供學生、家長、教師與學校在學習數學或教學上參考之依據。 影響高中生數學學習成就之相關因素可分為內、外在動機兩部份，研究者採用「基測入學成績、課後補習數學、師生互動、家中教育資源」作為影響高中生數學學習成就之外在變因；採用「學習動機、數學焦慮」作為影響高中生數學學習成就之內在變因。隨機抽取桃園縣某高中120位高一普通班學生為研究對象，根據研究模型與學生基本資料，利用敘述性統計分析、卡方獨立性檢定與邏輯斯迴歸分析等統計方法進行分析研究。 本研究結果顯示，外在動機方面，「基測入學成績」、「課後補習數學」、「家中教育資源」此三項變因與高中數學學習成就有顯著影響關係，其中「家中教育資源」與高中數學學習成就有負相關之關係；而「師生互動」此變因與高中數學學習成就之影響性未達顯著水準。內在動機方面，「學習動機」與「數學焦慮」均顯著影響高中數學學習成就，其中以「數學焦慮」之影響性較大。 Mathematics has always been a principal curriculum concern for parents and teachers. However, it is also the subject for many students to feel strong anxiety and frustration. In this study, the researcher, as a high school math teacher, aimmed to investigate the correlation between "High School Math Achievement" and "Performance Affecting Factors " in the hope of offering students, parents, teachers and school authorities referential suggestions in the teaching and learning of mathematics. The factors affecting high school mathematics learning achievements could be categorized into extrinsic and intrinsic motivations. In this study, the researcher included the following four – “Scores of Basic Competence Test for Junior High School Students”, “After-school math tutoring”, “Student -Teacher Interaction”, and “Family Educational Resources” – as the extrinsic variables. On the other hand, “Learning Motivations” and “Mathematics Learning Anxiety” are the intrinsic ones affecting high school mathematics learning achievements. With 120 subjects from the 10th grade, non-gifted classes at one public high school in Taoyuan County, the study was based on the researcher’s self-generated model and students’ basic information for further descriptive statistical analyses, chi-square independence tests, logistic regression analyses and so forth. The results, from the perspective of extrinsic motivations, showed a strong correlation among “Scores of Basic Competence Test for Junior High School Students”, “After-school math tutoring” , and “Family Educational Resources” . More specifically, among the three, “Family Educational Resources” was negatively correlated with high school mathiematics learning achievements. However, it should be noted that “Student-Teacher Interaction” showed no statistic significance with high school mathematic achievements. As for the intrinsic motivations, both “Learning Motivations” and “Mathematics Learning Anxiety” are significant variables influencing high school mathematics learning, and the later showed a much greater impact than the former. |
