國二學生理化學習焦慮之探討
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2006
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本研究探討國二學生理化學習焦慮源與不同生活背景的學生理化學習焦慮的差異。採問卷調查法，在宜蘭縣與台北縣、台北市等三地區，以分層隨機取樣，選取二十所國中（n=635）為施測對象，有效問卷598份，有效回收率為94%。研究工具為研究者設計之「國中二年級學生理化學習狀況調查問卷」，經專家審查，信度Cronbach’s α值為 .92。研究結果如下：1. 國二學生最害怕的科目依序為：數學（24.1 %）、理化（19.7 %）、英文（17.1 %），主要原因是認為學科困難；2. 理化的焦慮源主要來自「預期心理」、「數學計算」、「符號圖表」及「教材使用」；3. 女生的理化學習焦慮顯著高於男生（r=.13, p< .01）；4.低理化學習成就學生的理化學習焦慮顯著高於高理化學習成就學生（r=-.37, p<.01）；5.家長學歷越高者學生的理化學習焦慮程度越低（r= -1.1至-.13, p<.01）；6.學校規模與理化學習焦慮程度無關；7. 台北縣國二學生理化學習焦慮最高（r=.16, p<.01）。研究建議如下：1. 深入探討為何那麼多學生害怕數學與理化；2. 數學與理化課程應如何銜接以使這兩科之教材內容更能相輔相成；3. 理化老師在教學時，宜注意理化課堂上所需使用的數學公式，學生是否已經學過；4.幫助學生瞭解單位、圖表不單只是一個符號，其背後蘊藏著理化意義及數學表達方式。
Investigated were the sources of anxiety for learning of physical science for the eighth graders and the differences of anxiety sources with different students’ background. Twenty classes (N=635) were randomly selected from the Yi-Lan county, Taipei county and Taipei city. The questionnaire was developed by the researcher. It had been reviewed by three experts and had been modified twice based on the opinions of reviewers and pilot study. The reliability (Cronbach’s α) was .92. The findings were as follows: 1) subjects that students feared the most were mathematics (24.1%), physical science (19.7%), and English (17.1%), the main reason was that students felt the subjects were hard to understand; 2) the sources of the anxiety mainly came from “expectations”, “mathematical calculating”, “symbols of formula” and “textbooks”; 3) girls were more anxious than boys while learning of physical science (r=.13, P<.01); 4) lower physical science achievers were more anxious than higher achiever (r=.37, P<.01); 5) students whose parents received lower education were more anxious then those whose parents had higher education (r=11-.13, P<.01); 6)the school size was not correlated to students’ anxiety; 7) students in Taipei County had significantly high anxiety than other two areas (r=.16,P<.01). Recommendations were 1) further in-depth studies to understand students’ fear of mathematics and science; 2) more research of integration of science and mathematics curriculum especially in mathematic formula; 3) teachers had to make sure that students had learned the related mathematical formula and the meaning of figures and units of formula when they teach physical science.
Investigated were the sources of anxiety for learning of physical science for the eighth graders and the differences of anxiety sources with different students’ background. Twenty classes (N=635) were randomly selected from the Yi-Lan county, Taipei county and Taipei city. The questionnaire was developed by the researcher. It had been reviewed by three experts and had been modified twice based on the opinions of reviewers and pilot study. The reliability (Cronbach’s α) was .92. The findings were as follows: 1) subjects that students feared the most were mathematics (24.1%), physical science (19.7%), and English (17.1%), the main reason was that students felt the subjects were hard to understand; 2) the sources of the anxiety mainly came from “expectations”, “mathematical calculating”, “symbols of formula” and “textbooks”; 3) girls were more anxious than boys while learning of physical science (r=.13, P<.01); 4) lower physical science achievers were more anxious than higher achiever (r=.37, P<.01); 5) students whose parents received lower education were more anxious then those whose parents had higher education (r=11-.13, P<.01); 6)the school size was not correlated to students’ anxiety; 7) students in Taipei County had significantly high anxiety than other two areas (r=.16,P<.01). Recommendations were 1) further in-depth studies to understand students’ fear of mathematics and science; 2) more research of integration of science and mathematics curriculum especially in mathematic formula; 3) teachers had to make sure that students had learned the related mathematical formula and the meaning of figures and units of formula when they teach physical science.
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理化, 學習焦慮, 國二學生