不同「國中盃數學競試」參賽經驗學生在學習特質學習環境與成就表現差異之追蹤研究
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2005
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本研究旨在探討具有不同「國中盃數學競試」參賽經驗學生在學習特質、學習環境及成就表現差異之追蹤研究。研究者以自編「數學學習經驗」問卷追蹤100位曾參加2002年寒假數學優質營之國中學生。針對樣本中，曾參加國中盃數學能力競賽獲獎、未獲獎學生及未參加該項競賽的國二男女同學進行三年的追蹤調查，主要研究結果說明如下：
一、全體對象在喜歡數學程度、主動尋求解答意願、多元思考解法頻率、課外數學學習及主動獨立研究頻率上無顯著差異。
二、全體對象的學習壓力最主要來源是「自己本身」占48%，其次是「同學」與「家庭」分別占19%及18%。而未有競賽獲勝經驗的學生最能感受「同學」競爭壓力。
三、調查對象中71%認為現階段潛能僅有小部分或沒有發揮；有29%認為潛能充分發揮或大部分發揮。
四、學校正式課程外，吸收數學知識的主要來源在國中階段為「師長提供」，在高中階段為「自行研讀」。
五、具有數學競賽優勝經驗的學生中，40%曾參與人才培育計畫或參加「資賦優異學生縮短修業年限」計劃。
六、在數學學習經驗之相關因素分析中，喜歡程度與獨立研究之相關為.973(P<.01)、反思求法與獨立研究之相關為.964(P<.01)、喜歡程度與反思其他求法之相關為.929(P<.05)均屬於高度相關；至於在學習壓力來源之相關分析，在老師壓力與同學壓力相關為.974(P<.01)呈現高相關；而自我期許與同學壓力、父母給予壓力及教師給予壓力之相關未達顯著水準。至於在學習氛圍滿意度方面在學校環境與數學課程之相關為.964(P<.01)，呈現高相關。
七、不同數學學習經驗學生在國小，國中、高中各教育階段，對於整體數學學習環境滿意度，有上昇趨勢。
This study aims to explore contestants’ learning traits, learning environment, in the difference of performance in various “Mathematics Competitions” for junior high school students through three years’ longitudinal studies. The author designed a questionnaire on “learning experiences of mathematics” to track 100 junior high school students who participated in “2002 Winter Math Camp”. The sample includes the contestants who won awards, the contestants who did not receive awards, and the students who did not attend any math competition. The conclusion goes as: 1. There is no significant difference in the degrees of taking pleasure in mathematics, the willingness to seek for solutions on his/her own, the frequency of showing multiple intelligences in solving math problems, the extra-curricular activity in learning math, and the frequency of active, independent research. 2. Overall, three main sources of learning pressure are identified: 48% from “self,” 19% and 18% are from “classmates” and “family members,” respectively. Those who did not get awards feel the pressure from “classmates” most. 3. 71% of the samples consider, at the current stage, their potential is rarely, if any, developed, while 29% of the sample reported their potential developed mostly and well. 4. In addition to courses provided by school, the main sources of acquiring math knowledge are different in junior high school and senior high school: transforming from “teacher-oriented” to “self-study.” 5. 40% of those who were awarded in the competitions attended “Talent Project” or “Accelerated program”. 6. Concerning math learning experiences, the correlations are .973 (P<.01) between the degrees of taking pleasure in math and independent research; .964 (P<.01) between reflective methods and independent research; .929 (P<.05) between the degrees of taking pleasure in math and reflective methods. As for the of sources of learning pressure, .974 (P<.01) is between the pressure from teachers and classmates. The correlations among self-expectation and pressure from classmates, pressures from parents and from teachers are non significant In the degree of satisfaction in learning environment, each entry in school environment and math courses demonstrate high correlation (r=.973 ,P<.01). 7. For students with various math learning experiences, the degree of satisfaction in math learning environment is in ascending order through elementary school, junior high school, to senior high school.
This study aims to explore contestants’ learning traits, learning environment, in the difference of performance in various “Mathematics Competitions” for junior high school students through three years’ longitudinal studies. The author designed a questionnaire on “learning experiences of mathematics” to track 100 junior high school students who participated in “2002 Winter Math Camp”. The sample includes the contestants who won awards, the contestants who did not receive awards, and the students who did not attend any math competition. The conclusion goes as: 1. There is no significant difference in the degrees of taking pleasure in mathematics, the willingness to seek for solutions on his/her own, the frequency of showing multiple intelligences in solving math problems, the extra-curricular activity in learning math, and the frequency of active, independent research. 2. Overall, three main sources of learning pressure are identified: 48% from “self,” 19% and 18% are from “classmates” and “family members,” respectively. Those who did not get awards feel the pressure from “classmates” most. 3. 71% of the samples consider, at the current stage, their potential is rarely, if any, developed, while 29% of the sample reported their potential developed mostly and well. 4. In addition to courses provided by school, the main sources of acquiring math knowledge are different in junior high school and senior high school: transforming from “teacher-oriented” to “self-study.” 5. 40% of those who were awarded in the competitions attended “Talent Project” or “Accelerated program”. 6. Concerning math learning experiences, the correlations are .973 (P<.01) between the degrees of taking pleasure in math and independent research; .964 (P<.01) between reflective methods and independent research; .929 (P<.05) between the degrees of taking pleasure in math and reflective methods. As for the of sources of learning pressure, .974 (P<.01) is between the pressure from teachers and classmates. The correlations among self-expectation and pressure from classmates, pressures from parents and from teachers are non significant In the degree of satisfaction in learning environment, each entry in school environment and math courses demonstrate high correlation (r=.973 ,P<.01). 7. For students with various math learning experiences, the degree of satisfaction in math learning environment is in ascending order through elementary school, junior high school, to senior high school.
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數學競試, 參賽經驗, 追蹤研究, Mathematics competition, experience of attending competitions, longitudinal study