英文摘要 |
The issues of difference in mathematics ability among students resulting in different mathematics achievement have been ignored. Data from the Trend International Mathematics and Science Survey in 2015 (TIMSS 2015) were used to investigate variables that predicted mathematics achievement in 190 schools in Taiwan. The study analyzed the school as a unit, and used the method of multiple regression analysis to obtain the following conclusions: 1. The differences in mathematics abilities of students in each school had a significant negative impact on mathematics achievement, which can explain mathematics achievement as high as 31%, while learning mathematics confidence was positive for significant mathematics achievement, and can also explain mathematics achievement 20%. 2. The population of the school district and the school's emphasis on academic performance had a positive impact on mathematics achievement. The explanatory power of was 10% and 6% respectively. 3. The ratio of disadvantaged students in schools had a significant negative impact on mathematics achievement. The higher the ratio of disadvantaged students in schools, the lower the mathematics achievement. The explanatory power of this variable was 2%. In response to the above conclusions, practical and future research proposals were proposed. |