影響國小高年級學生數學學習成就之因素
| Autor: | Lu win-chin, 呂文琪 |
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| Rok vydání: | 2009 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 97 The purpose of this study is to explore the factors that related to mathematics achievements of elementary school students. The researcher built up the theoretical basis of this study by reviewing relevant literatures. A total of 107 6th graders from two elementary schools in Chang-Hua City participated in this study. One of the schools locates in the urban area of the city and the other locates in the suburban area. The participants’ performances on the Ko’s Elementary School Mathematics Achievement Test-Fifth Grade Level served as the dependent variable, while their performances on Ravens Progressive Matrices Tests and parents’ education levels served as covariate variables. Multivariate Analysis of Covariate Variances (MANCOVA) were served to test the differences between two schools. The researcher found: 1. The differences in mathematics achievements were significant between two schools. 2. The distributions of mathematics achievements between two schools were significant. 3. The intellectual levels did not differ between two schools. 4. After controlling for the intellectual factors, the differences in mathematics achievements remained significant between two schools, which might indicate that the achievement differences were not the results of intellectual levels. 5. The parents’ education levels between the two school were significant different. After controlling for the mothers’ education levels, parents education levels made significant differences on children’s mathematics achievements. And the school differences remained after controlling for the fathers’ education levels. The results indicated that school differences in mathematics achievements were not resulted from parents’ education levels. 6. There were no between-classes differences in intellectual levels nor the parents’ education levels within either school. However, class differences appeared in the suburban school. The result might indicate that differences in students’ mathematics achievement might be the result of the learning environments the teachers create. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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