Дисертації з теми "Math attitude"
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Jackson, Sarah Marie. "Assessment of Implicit Attitudes Toward Women Faculty in Science, Technology, Engineering, and Math." Wright State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=wright1324269233.
Повний текст джерелаSchenkel, Benjamin D. "THE IMPACT OF AN ATTITUDE TOWARD MATHEMATICS ON MATHEMATICS PERFORMANCE." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241710279.
Повний текст джерелаMartin, Rosalie Marie. "Math Attitudes of Gifted Students: A Focus on Gifted Girls in the Elementary Grades." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/29800.
Повний текст джерелаEd. D.
He, Huihua. "Adolescents' perception of parental and peer mathematics anxiety and attitude toward mathematics : a comparative study of European-American and Mainland-Chinese students /." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Dissertations/Spring2007/h_he_042407.pdf.
Повний текст джерелаListerman, Kelsey E. "Examining the Impact of Play on the Multiplication Fluency of Third Graders." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1552668939543415.
Повний текст джерелаBassette, Lorraine Pratt. "An assessment of the attitudes and outcomes of students enrolled in developmental basic mathematics classes at Prince George's community college." Diss., [Blacksburg, Va. : University Libraries, Virginia Polytechnic Institute and State University, 2004. http://scholar.lib.vt.edu/theses/available/etd-01072005-164605.
Повний текст джерелаZollinger, Steven Ray. "The Impact of an Online, Mastery, and Project-Based Developmental Math Curriculum on Student Achievement and Attitude." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4120.
Повний текст джерелаMammana, Maria Flavia, and Mario Pennisi. "A class practice to improve student’s attitude towards mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80613.
Повний текст джерелаLuke, Vance Hopfner Jr. "Evaluation of a math/science inservice based upon participants' perceived changes in attitude and behavior relative to prescribed goals and process components." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184579.
Повний текст джерелаMejri, Sami B. "Will the Use of My Math Lab Influence the Students’ Attitude toward Mathematics, Course Completion, and Content Comprehension of Basic College Mathematics?" University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1309387276.
Повний текст джерелаBayudan, Kenny Juntilla. "Students' attitude towards mathematics at the University of Évora, Portugal." Master's thesis, Universidade de Évora, 2014. http://hdl.handle.net/10174/11825.
Повний текст джерелаFNU, Vijaykumar Sureshkumar. "Autonomous Control of A Quadrotor UAV Using Fuzzy Logic." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1428049378.
Повний текст джерелаPhillips, Susan R. "Student Discussions in Cooperative Learning Groups in a High School Mathematics Classroom: A Descriptive Multiple Case Study." University of Akron / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=akron1287086564.
Повний текст джерелаDavis, Kristina Lynn. "The effect of homogeneous ability grouping in math class on student achievement and attitudes about math." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/davis/DavisK0812.pdf.
Повний текст джерелаMetcalf, Elizabeth B. "Accelerated math implementation and elementary student achievement and attitudes /." Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/metcalfe/elizabethmetcalf.pdf.
Повний текст джерелаKonté, Mamadou. "Investisseurs et Marchés Financiers : du comportement des agents à la formation de prix d'équilibre." Phd thesis, Université Panthéon-Sorbonne - Paris I, 2010. http://tel.archives-ouvertes.fr/tel-00618863.
Повний текст джерелаGonzalez, Cesar Augusto Gonzalez. "Teaching math with technology| A study of teachers' attitudes and beliefs." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646786.
Повний текст джерелаToday's economy is driven by information technology (IT). Education and business should come to an agreement that functional technology skills should be integrated with core academic courses to create an educational system that truly prepares workers for the 21st Century. The business realm theoretical foundation for this study laid on the match/mismatch established between technology—math education and business' readiness—[math] skills. The level of education and skills of workers needed by business and industry has increased. Nonetheless, scholars underlined the belief that the skills workers possess are generally not sufficient for the demands of the more sophisticated jobs in today's economy. With this study this researcher pretended to fill the gap in the literature by examining the hypothesis that poor education results in low skills is hampering U.S. businesses and the disparity between what employers need and what workers offer is getting serious enough. Within this investigation the researcher tested for first time three theories: the AST/TML theory, the TAM theory, and the Constructivist theory, whereas having behind scenes K-12's mathematics arena. This study found that "there is no statistically significant relationship between the degree to which teachers accept new technologies and technology usage in mathematics instruction" and that "teachers' individual affective reactions to technology toward integrating computers and technology into math instruction are not related to readiness skills." However, a Post Hoc analysis demonstrated that at least for one of the individual predictors, problem solving construct scores, the null hypothesis was rejected. It means in a long path to academic success, small waves of effectiveness in education are penetrating the sandy beaches of skills. Additionally, this researcher confirmed some scholars' assertion about Confirmatory Factor Analysis, which described that sample sizes smaller than 100 as dangerous and recommended using sample sizes larger than 200 for safe conclusions. Finally, the researcher tested and validated the Technology-Mediated Learning (TML) theory while adding his research positive conclusion(s) to the body of knowledge.
Hrina-Treharn, Terri L. "Mathematically Gifted Students’ Attitudes Toward Writing In The Math Classroom: A Case Study." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1321111305.
Повний текст джерелаGamble, Valerie D. "The Impact of Differentiated Versus Traditional Instruction on Math Achievement and Student Attitudes." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/923.
Повний текст джерелаCassell, Thomas. "In Seeking a Definition of Mash: Attitude in Musical Style." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3916.
Повний текст джерелаDeVigal, Alexis Jocelyn. "Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3999.
Повний текст джерелаKnoll, Melissa J. "An analysis of high school students' attitudes about math and perceptions of cooperative learning." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999knollm.pdf.
Повний текст джерелаWhite, Jennifer N. "Socioeconomic, Demographic, Attitudinal and Involvement Factors Associated with Math Achievement in Elementary School." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0613101-101228/unrestricted/whitej0625.pdf.
Повний текст джерелаSchneider, Madalyn R. "Middle School Students' Attitudes toward Math and STEM Career Interests: A 4-Year Follow-Up." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/922.
Повний текст джерелаLucock, Ricky. "Pupils learning mathematics : beliefs and attitudes." Thesis, University of Surrey, 1988. http://epubs.surrey.ac.uk/844414/.
Повний текст джерелаSample, Shannon M. "The Effectiveness of a Math Tutoring Program at an Urban High School." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1276965267.
Повний текст джерелаFabian, Ma Khristin. "Maths and mobile technologies : effects on students' attitudes, engagement and achievement." Thesis, University of Dundee, 2018. https://discovery.dundee.ac.uk/en/studentTheses/9e03bf28-d631-476a-932b-e29a298c406a.
Повний текст джерелаElizaga, Ronald A. "ELICITING STEREOTYPE CHALLENGE AND STEREOTYPE THREAT EFFECTS WITHIN THE CONTEXT OF WOMEN’S MATH PERFORMANCE." Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1132057268.
Повний текст джерелаMills, Leila A. "Indicators of Science, Technology, Engineering, and Math (Stem) Career Interest Among Middle School Students in the Usa." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc283852/.
Повний текст джерелаWhite, Wendee B. Mrs. "The Relationship Between an Affective Instructional Design, Children’s Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2554.
Повний текст джерелаKristiansson, Simon, and Erik Nobs-Lindau. "Synen på ZYN : En studie om hur gratisprover påverkar attityd och konsumentbeteende." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-424598.
Повний текст джерелаWalsh, Thomas Broderick. "An Investigation of the Impact Gender-Specific Course Grouping Has on Female Middle-School Students' Concept of and Interests Toward Technology and Engineering." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9229.
Повний текст джерелаHelm, Kerry L. "A descriptive study of northwest Ohio seventh grade math teachers' attitudes and strategy integration used to promote literacy in the classroom." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1120150309.
Повний текст джерелаHolmquist, Stephanie. "A multi-case study of student interactions with educational robots and impact on Science, Technology, Engineering, and Math (STEM) learning and attitudes." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5043.
Повний текст джерелаGardner, Mary Catherine. "Changing math anxiety and attitudes with the use of graphics calculators for college intermediate algebra classes : differences by gender, age of student and experience of instructor." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036817.
Повний текст джерелаDepartment of Educational Leadership
Töyrä, Alexandra, and Jens Jansson. "Insekter på tallriken : attityder till synliga insekter i mat." Thesis, Örebro universitet, Restaurang- och hotellhögskolan, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-51872.
Повний текст джерелаSjölund, Annette, and Anne Johansson. "Matematik i vattenlek : hur förskollärare/barnskötare planerar och stödjer 1-3-åringars matematiska begreppsutveckling." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-21929.
Повний текст джерелаThe purpose of this thesis is to gain an insight into the preschool/childcare workers plan and support the children in their search for various mathematical concepts in play with water. We have conducted a multidisciplinary study of four 1-3 year divisions, which are based on a hermeneutic thinking where we have interpreted preschool teacher/childcare workers conduct in water play. We have used the qualitative investigation in the interviews and observations. The results of our study show that preschool teacher/childcare workers knowledge of mathematical concepts, planning of activity, understanding of children's knowledge are important to the development of children's mathematical concepts.
Vasey, Jocelyn Margot, and n/a. "Sex differences in parent and student attitudes towards mathematics before and after involvement in a family maths program." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061109.171039.
Повний текст джерелаAlm, Mathilda, and William Kullberg. "It's a Match! : En kvalitativ studie om attityder och behovstillfredsställelse utifrån användningen av mobilapplikationen Tinder." Thesis, Stockholms universitet, Institutionen för mediestudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-125864.
Повний текст джерелаMereie, Iman Ali. "The Effects of the IAM Workshop on Preservice Teachers' Perceptions and Attitudes on Integrating Art and Mathematics." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc1538756/.
Повний текст джерелаLondos, Andreas. "Tal om tal - en undersökning av gymnasieelevers attityd till skolämnet matematik ur ett genusperspektiv." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28756.
Повний текст джерелаIn light of mathematical achievement disparity between male and female elementary students in Swedish high school, student discourse about mathematics is investigated as a possible key factor. The purpose of this investigation was to examine upper secondary high school students’ attitudes towards learning mathematics. Three measurements were chosen in order to investigate student discourse, attitudes towards mathematics, locus of control and perceptions about the acquisition of mathematical knowledge. 200 student responses from the same upper secondary high school in a Swedish City were collected through a printed survey and analyzed in regards to gender. The findings indicate that the participants, regardless of gender, had a strongly negative attitude towards mathematics. Additionally, female students were more prone to attribute their achievements in mathematics to internal factors whereas male students had a more equal distribution of external and internal. Furthermore, both male and female students were more inclined to have a deterministic idea of mathematical knowledge, in spite of both groups identifying hard work as a key factor for success in mathematics. Arguably, the male students had a deterministic view of mathematics because they felt powerless if they were not “born with it”. On the other hand, the female students possibly had a deterministic view because they were more self-critical of their results and, because of existing discourse about mathematics as a male dominated arena, resist identifying as “smart”. Concluding, it was found that mathematics have strongly negative connotations for high school students, and existing stereotypical discourses limit both male and female students’ possibilities for learning.
Meyer, Patricia Ann Furey. "A comparative analysis of the value of intrinsic motivation in computer software on the math achievement, attitudes, attendance, and depth-of-involvement of underachieving students." W&M ScholarWorks, 1986. https://scholarworks.wm.edu/etd/1539618275.
Повний текст джерелаNorberg, Amanda, and Sofia Nilsson. "Den gröna trenden : Konsumenters attityder och beteenden kopplat till den ekologiska kosttrenden." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32506.
Повний текст джерелаBrar, Navdeep K. "Acculturation and mate selection preferences among Asian-Indians in the United States." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1074529.
Повний текст джерелаDepartment of Psychological Science
Miao, Lu-Te, and 苗路得. "A Longitudinal Analysis of the Students’ Math Beliefs and Learning Attitude to Math Academic Achievement." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/03647819174922512196.
Повний текст джерела國立臺北教育大學
教育經營與管理學系
101
Students’ math academic achievement is an important topic all the time. According to many international test results show that Taiwanese students’ math achievements are very excellent, but with low learning attitude and insufficient self-confidence. At the same time, many studies indicate that Taiwanese students’ achievement performances have Matthew Effect. This study involves in a longitudinal study, the junior high school students’ math beliefs and learning attitude to math academic achievement performance in Keelung City. Data were collected from The Junior High School Students Panel Survey built by Professor Fang-Chung Chang (2010). A latent growth model was employed to analyze the data, using 3,247 samples. The analysis results are as follows: math beliefs and learning attitude’s initial status have positive influence on math academic achievement initial status, and math beliefs and learning attitude’s growth status have positive influence on math academic achievemen t growth status. Whereas math beliefs and learning attitude’s initial status have no positive influence on math academic achievement growth status. Additionally, parents’ education level have positive influences on math academic achievement initial status, but there are no positive influences on math academic achievement growth status. Eventually, math academic achievement, math beliefs and learning attitude initial status have negative relations with math academic achievement growth status. Based on these results, this study provides a number of conclusions and suggestions for practical applications and future research.
Fan, Chi-Hsiung, and 樊繼雄. "A Study on the Relationships among Math Cram School Experiences,Math Learning Attitude and Math Learning Achievement of Junior High School Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/51588649398305253500.
Повний текст джерела國立屏東科技大學
技術及職業教育研究所
97
The purpose of this study is to investigate the situation among math cram school experiences, math learning attitude and math learning achievement of junior high school students as well as to examine the differences among their math cram school experiences, math learning attitude and math learning achievement. Moreover, the researcher examines the possible predictive factors of math learning achievement. The questionnaire-survey is conducted. The subjects are students from Pingtung high school. 801 students are selected from cities, rural area, and remote districts in Pingtung County. The results shows that 439 students, 56.8%, had Math cram school experiences. The data collected are analyzed with descriptive statistics , t-test, One-way ANOVA, Scheffe Post Hoc Comparisons and Multiple Regression Analysis. The results are as follows: 1. Big-size math cram school is replaced by middle-size one. 2. Students are satisfied with math cram school teaching and have good attitude toward math learning. 3. Students’ math learning attitudes at schools are moderately positive. Among the five aspects, the attitude toward math course is the most positive, while the attitude toward teacher’s teaching is the least positive. 4. The math learning achievement of the subjects is moderately positive. 5. There are significant differences among students with varied background and their math cram school experiences. 6. There are significant differences among students with varied background and their math learning attitudes at school. 7. There are significant differences among students with varied background and their math learning achievement. 8. The main factors which affect students’ math learning achievement are their residency, tuition fee, attitude toward Math learning evaluation, and size of Math cram school.
Wei-Ming, Lin, and 林偉銘. "A study of student’s math learning effectiveness, attitude toward math, and learning satisfaction in an online tutor environment." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/05796515356388735607.
Повний текст джерела輔仁大學
資訊管理學系
98
Along with the development of information technology and world-wide-web, “e-learning” has become a new trend of learning. In the General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School Education enacted by the Ministry of Education, ‘information learning” has been an important subject of debate. In this study, an online tutoring system was used to help 4 fourth-grade and 6 fifth-grade students for their math learning, and its effects on the student’s learning effectiveness, attitude toward math, and learning satisfaction was observed and discussed. The online tutoring experiment was lasted for a whole semester. Data of attitude toward math was collected with a questionnaire both in the beginning and at the end of the experiment. Math learning satisfaction both in the traditional classroom and in the online tutoring environment were also measured by questionnaires. The learning effectiveness was referring to student’s scores of three written exams administered in the semester. In addition, several personal interviews to students, teachers and tutors were conducted to provide a more thorough understanding of the online tutoring facilitation. Research results showed that: (1) it was hard to tell whether online tutors did facilitate student’s learning effectiveness of math from only a semester experiment. However, it was found student’s calculation skills of math were enhanced. (2) A positive effect on student’s attitude toward math was found after the online tutoring experiment. (3) Students were highly satisfied with the online tutoring system.
Yang, Hua-Ling, and 楊華玲. "The Effects of Math Cram School on Math Attitude and Math Achievement of the Sixth-grade Students in an Elementary School in Taichung City." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/61423096701584614132.
Повний текст джерела國立臺中教育大學
數學教育學系在職進修教學碩士學位班
98
This research aims to discuss current situation and related issues on how the experiences of math cram schools affects sixth grade elementary school students’ math attitude and their math achievement. Took the sixth grade students in a certain elementary school as testees of this research, used self-designed “Experience of Math Cram School and Math Attitude Questionnaire” and “Test of Math Achievement” as research tools, 385 valid questionnaires had been taken, which were analyzed in methodologies such as descriptive statistics, independent samples t-tests, one-way ANOVA, correlation analysis and importance-performance analysis (IPA), etc. Main summary of the result is as below: I. Above 60% students join math cram schools. Among these 60% students, there are 70% spend more than three hours in math cram schools every week. Mostly, a class in a cram school consists of 2-10 students, and those students’ main purpose is for getting admission to enter their ideal private schools. II. The students generally tend to show positive and affirmative attitude towards experiences of math cram schools. III. The students generally perform well on math attitude and math achievement. IV. Some differences of experiences on cram school exist between students who are different gender and students whose fathers are with different education level; some differences of math attitude exist among students whose father and mother have different educational backgrounds; significant differences of math achievement exist among students whose father have different educational background. V. On affective aspect of math attitude, students with experiences of cram schools show better attitude than students without experiences of cram schools, and those who join preparatory cram school for preparing to enter junior high school has better attitude than those who are taught by private tutors. VI. The factors such as experiences of cram school or not, time they spend in cram school weekly, population in a cram school class, and different types of cram schools all can make significant influences on math achievement. VII. Experiences of math cram schools, math attitude, and math achievement show positive correlation with each other. VIII. According to Math Cram School Satisfaction Questionnaire, after analyzing by IPA, there is only one item could be “Keep up with the good work” among 11 total items, four items are “Concentrate here”, and six items are “Possible overkill”. This result shows there is still room to improve for supplementary education industry.
CHIN-PO, CHEN, and 陳錦波. "THE STUDY OF SELECTION CRITERIA AND ATTITUDE OF PRIMARY MATH TEXTBOOK." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/65347910535990936118.
Повний текст джерела國立台北師範學院
數理教育研究所
89
Abstract This study intended to explore the elementary school mathematics selection criteria and teachers’ attitudes when choosing the mathematics textbooks. The aim of the study is to understand the different point towards the importance of the mathematics textbooks criteria held by the math teachers from diverse backgrounds as well as their different level of active participation in the process of choosing textbooks. The results of the study provide further insights for teachers as they choose mathematics textbooks. The participants of the study were the teachers randomly chosen from each elementary school in Taipei and Keelung City.Teachers were designated from each grade (first grade to sixth grade) in each of schools with the total number of 646 participants. The participating teachers were classified in terms of their background, the size of the schools, the grade level, and the experience of selecting textbooks. The methods of study included literature review, questionnaire study, interviews, and document analysis. The conclusions of the study are as follows: I. Current Situation of Mathematics Textbooks Selecting A. The main school organization for selecting textbook is “Textbook Selection Committee”. The members of committee consist of teachers, and the main selection reference is general criteria. B. A math textbook had better be used for two or six years, and the same grade had better adopt the same math textbook. II. Math selection criteria A. The average score of each criteria is 4.5. It means each criteria is important to teachers and teachers are very agree with scholars and experts’ insight. B. Teachers from three diverse backgrounds show no significant difference about the importance of the mathematics textbooks criteria. C.The most important criteria are correctness, matching, concept development, teaching tools, homework, and teaching guidelines. The least important criteria are issues about the differences of sex, race, regions ; human rights, environmental protection, and the reputation of the publisher . III.Attitudes towards Mathematics Textbooks Choosing A. The order of teachers’ attitude in the selecting process is 1.during selection 2.after selection 3.before selection. B. The attitude of teachers from diverse backgrounds show significant differences. Teachers in large size schools are better than those in small ones, the first grade level are better than the sixth , and those who have more experiences in selecting textbooks are better than those without. IV. Suggestions Teachers need to be familiar with the criteria for choosing mathematics textbooks, and to play an active role in choosing textbooks. Schools provide enough support for teachers to do their best job when choosing textbooks, and encourage teachers to attend training workshops pertaining to textbook choosing to advance their knowledge and competence. The education authority concerned provide appropriate selecting guidelines for teachers’ references. Seminars are to be held to illuminate the structure and rationales of the textbook design. Various channels are to be built up to strengthen the communication between teachers and publishers. Enhance perspective teachers and current teachers’ competence of evaluating and choosing textbooks. Set textbook choosing and evaluation standards of each school subject as references for school administration.
Chen, Wei-Hung, and 陳偉浤. "A Study on the Relationships among Math Cram School Experiences,Math Learning Attitude and Math Learning Achievement of Taichung Municipal Kuang Rong Junior High School Students." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/37124186310251749949.
Повний текст джерела中華大學
應用統計學系碩士班
100
This study aims to realize the current situation of junior high students’ experiences in the after school mathematics lesson attitudes toward math learning and math learning achievement. Moreover, it looks into the experiences of after school mathematics lesson, learning attitude toward math, differences of learning achievements in math and pre-test outcome of learning achievement among students of different background. The present study uses the method of questionnaire. Means of data-collection include background knowledge of the testers, experiences Inventory of math cram school, and learning attitude scale of math learning at school. Totally 323 questionnaires are given to randomly chosen 10 classes of 9th grade students in Kuang Rong Junior High School, Taichung City, and 315 questionnaires are collected, with 310 valid ones, to reach 95.9% validity. Among them, 213 students do attend cram schools, which constitute 68.7% among all valid questionnaires. The collected data are analyzed through the number of percentage, t-test, One-way ANOVA Analysis, Scheffe Post-hoc comparison method and Regression Analysis. Significant findings are as follows: First, there were significant differences in some of the students’ experiences of math cram school with different backgrounds. Secondly, there were significant differences in some of the students’ overall learning attitudes at school with different backgrounds. Thirdly, there were significant differences in some of the students’ math learning achievement with different backgrounds. Fourthly, area of residence, tuition of cram school, attitude toward tests, and the number of students in cram school are the factors affecting learning achievement in math the most.