| Summary: | 碩士 === 國立高雄師範大學 === 輔導研究所 === 91 === Abstract
The purpose of the study is to develop a Diagnostic Test of fraction concept suitable for junior high school students in order to diagnose and analyze students’ difficulty in learning fraction, and then use the Test to be a instrument of students’ self-examine and of understanding the reasons of learning difficulty, and it is also a good reference material for helping teachers assist their students. Besides, for a better convenience in usage, the test items will be put on the Internet to do examination and diagnose students’ mistake types. The testing results can help teachers to do a remedial teaching by focusing on students’ mistakes.
The participants of the study are the first grade students who take the Grade 1-9 Curriculum in ninety-one academic year, and they are selected from junior high schools in Chia-i, Tainan and Kaohsiung city and county. The instrument in the study is the Diagnostic Test of fraction concept. The samples are divided into two parts; one is the tryout sample (n=229), and the other one is the norm sample (n=768). The data were analyzed in two dimensions, and the results of the analysis are as follows:
1.Test and item analysis:
(1)The difficulty and discrimination of the Diagnostic Test were suitable for identifying the lower achievers.
(2)Both the test form A and test paper B of the Diagnostic Test have high reliability.
(3)The Diagnostic Test includes two factors by factor analysis, and they are the fraction add-minus concept and the fraction multiply-divide concept.
(4)The Diagnostic Test can successfully distinguish general students from the under-achievement students.
2.Related studies:
(1)Analyzed the lower achievers’ fraction mistake types and learning difficulty, and then use the results to be a reference material of remedial teaching.
(2)The students’ performances of different genders were not significantly different.
Finally, implications and future studies concerning math teaching practice were discussed.
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