| 摘要: | 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。
;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. |
