臺灣學生數學課後學習活動與數學學習成就的關係：TIMSS 2003年資料的分析   全文下載

Relationship Between After-School Mathematics Learning Activities and Mathematics Learning Achievements Among Taiwanese Students: An Analysis of TIMSS 2003 Data

本研究旨在瞭解臺灣學生數學課後學習活動（包括：完成數學家庭作業或參與數學學科補習）與數學學習成就的關係。為達研究目的，本研究以階層線性模式分析「國際數學與科學教育成就趨勢調查」2003年八年級學生資料。本研究發現：一、八年級學生的數學家庭作業頻率可顯著正向地影響數學學習成就；二、八年級學生的數學家庭作業時間可顯著正向地非直線影響數學學習成就，最適合的數學家庭作業時間量為學生每次花「31至60分鐘」完成數學家庭作業；三、八年級學生的數學學科補習頻率可顯著正向地非直線影響數學學習成就，最適合的數學學科補習頻率量為學生「一個星期1至2次」參與數學學科補習。

This study aimed to determine the relationship between after-school mathematics learning activities (including the completion of mathematics homework or participation in mathematics cram schooling) and mathematics learning achievements among Taiwanese students. Hierarchical linear modeling was used to analyze the eighth-grade students described in the Trends in International Mathematics and Science Study (TIMSS) 2003. The major findings were as follows: (1) eighth-grade students’ mathematics homework frequency positively predicted their mathematics learning achievements; (2) eighth-grade students’ mathematics homework time positively and nonlinearly predicted their mathematics learning achievements, and the students who spent 31 to 60 minutes completing mathematics homework had the highest levels of mathematics achievement; and (3) eighth-grade students’ mathematics cram schooling frequency positively and nonlinearly predicted their mathematics learning achievement, and the students who participated in mathematics cram schooling once or twice a week had the highest levels of mathematics achievement.