| 英文摘要 |
The purpose of the study was to discuss the influence of mathematics related factors on mathematics achievement of students with low mathematics achievement from three aspects: family, class, and students through the performance of Taiwanese fourth-grade students participating in TIMSS 2019. Furthermore, the study discussed whether the related factors affecting their mathematics achievement were different for different genders. In this study, independent sample t-test was used to understand the gender difference in the performance of low mathematics achievement in family, class, and personal factors; Then, multiple regression analysis was used to examine the prediction of these mathematics related factors on mathematical achievement. Finally, we examined the gender differences of mathematics related factors in predicting mathematics achievement. The main results were as follows: 1. " Disorderly Behavior during Math Lessons " and " Instructional Clarity in Mathematics Lessons " had positive effects on improving the mathematical achievements of low-achieving students. 2. For female students with low mathematics achievement, only " Instructional Clarity in Mathematics Lessons " could effectively improve their math achievement. 3. For male students with low mathematics achievement, only " Disorderly Behavior during Math Lessons " could help them improve their mathematics achievements. Based on the above results, the researcher will provide relevant discussions and suggestions, with a view to serving as a reference for future research on mathematics remedial teaching and mathematics education. |
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