公立高中數理資優男女生數學學習歷程與成就之差異性探討
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2016-12-??
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國立臺灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本研究旨在探討公立高中數理資優男女生數學學習歷程與成就之差異情形。以自編的「高中學生數學學習歷程與成就調查問卷」，採立意抽樣方式，選取570 位數理資優班學生為研究對象。所得資料以描述性統計、多變量變異數分析（MANOVA）與變異數分析（ANOVA）等方法進行分析。研究結果顯示：不同性別的數理資優生在「數學學習情意反應」、「數學學習策略」、「數學學習成就」之各觀察指標上，皆有顯著差異，男生顯著優於女生。
The purpose of this study was to compare the differences of mathematics learning process and achievement between male and female math and science-talented students in senior high schools. A self-designed questionnaire Questionnaires of Mathematics Learning process and Achievement for Students were used to survey subjects from public senior high schools in Taiwan. Five hundred and seventy questionnaires were distributed with 495 effective questionnaires, and the effective rate was 86.8%. The collected data were analyzed with reliability analysis, factor analysis, descriptive statistics, MANOVA, and ANOVA. We found that excluding meta-cognitive strategies, significant gender differences were found in most aspects of mathematics learning process and achievement. In this study, boys performed significantly better than girls in mathematics affective reaction, mathematics learning strategies, and mathematics achievement.
The purpose of this study was to compare the differences of mathematics learning process and achievement between male and female math and science-talented students in senior high schools. A self-designed questionnaire Questionnaires of Mathematics Learning process and Achievement for Students were used to survey subjects from public senior high schools in Taiwan. Five hundred and seventy questionnaires were distributed with 495 effective questionnaires, and the effective rate was 86.8%. The collected data were analyzed with reliability analysis, factor analysis, descriptive statistics, MANOVA, and ANOVA. We found that excluding meta-cognitive strategies, significant gender differences were found in most aspects of mathematics learning process and achievement. In this study, boys performed significantly better than girls in mathematics affective reaction, mathematics learning strategies, and mathematics achievement.