參與國中數學科補救教學學生數學學習自我效能感之探究

A Study of the Feeling of Self-Efficacy in Learning Mathematics for High School Students Who Participated in Mathematic Remedial Instruction

本研究主要目的是根據Bandura（1997）理論探究參與國中數學補救教學學生其數學學習自我效能感的變化情形。自我效能感是個體能否達成某個目標的信念，影響個體的努力程度，進而影響學習成就。本研究透過半結構訪談及研究者反思紀錄的方式，瞭解教師教學方式與班級經營如何影響參與國中數學補救教學學生其數學學習自我效能感。結果發現由於長期數學學習失敗經驗，國中數學學習低成就學生數學學習自我效能低落，因而參加補救教學的比例偏低。而數學科補救教學教師會利用簡化教材難度適性教學的方式，提供學生數學學習成功經驗。教師也會利用社會及物質強化物，增強學生的成功經驗，以提升其自我效能感。然而，學生在數學補救教學所感受到的自我效能感大多無法遷移一般數學課程中。研究者根據這些結果提出補救教學與未來研究的建議。

"The purpose of the present study was to explore the changes of mathematic self-efficacy of high school students who participated in the remedial instructions of mathematics based on the framework of self-efficacy （Bandura, 1997）. Self-efficacy refers to the belief of the attainability toward certain goal one perceives, which will affect the level of effort and the achievement as a result. Data of semi-structured interviews and the records of the reflection of the researcher had been collected and analyzed. The results showed that most of the mathematic low achievers refused to participated in the remedial instructions because of their low self-efficacy due long-term failures in mathematics. In the remedial instruction, teachers would give easier materials to adapt to students' ability, which provided students successful experience in learning mathematics. In addition, teachers would provide social or material reinforcements to reinforce the sense of success, which would enhance students' feeling of self-efficacy in mathematic remedial instruction. However, the feeling of self-efficacy couldn't be transferred to general mathematic classes. Suggestions of remedial instructions and follow-up studies has been provided based on the results."