試題情境真實性對數學學習態度之影響─以國小二年級學生為例

• Main Authors: Wang Guang Yann, 王光彥
• Other Authors: 鄭富森
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/38707376950940623290

碩士 === 臺中師範學院 === 教育測驗統計研究所 === 90 === This thesis aims to investigate/discuss the feasibility of making up mathematical test under different contextual reality, the influence of different contextual reality test on students and the correlation with attitude, gender and the achievement in studies. The experimental subjects are the second grade students in elementary school. Those students are divided into three test groups─high contextual reality, middle contextual reality and low contextual reality. Moreover, the subjects have done the questionnaire of math learning attitude before and after the experiment. The main results of this research are: 1. These tests with good interior consistence and validity can evaluate effectively the learning achievement of the students. 2. After the experiment, the students in the high and middle contextual reality group held more positive attitude toward math than the students in the low group. 3. The realer the contextual reality is, the more positive the students’ attitudes toward math are. 4. There is a significant positive correlation with the attitude of using math, the learning motivation and learning achievement in math. On the other hand, there is a significant negative correlation between the learning anxiety and learning achievement in math. 5. The variety of learning attitude in math is mainly resulted from the factors of the test context, and there is no apparently connection with gender and math learning achievement. Besides, owing to the limited of the subjects, this research can not be studied thoroughly. Therefore, the results of this research can not be directly inferred to the other grades, districts and subjects. At last, in order to cultivate the students’ positive learning attitude toward math, the researcher suggest that the administration department of education should held seminars concerning with teaching and assessment from time to time to help the teachers using multiple assessment and making up more higher contextual reality test.