| Summary: | 碩士 === 國立臺北教育大學 === 國民教育學系碩士班 === 95 === This study used the results of TIMSS 2003 mathematics achievement test and student questionnaire investigation as research data to investigate the relation between the factors affected mathematics achievement and mathematics achievement. The samples of the study included 5,379 grade eight students in Taiwan and 8,912 grade eight students in the US. The factors of this study consisted of family resource, family background, school teaching and student mental characteristic. Statistical methods applied in this research were descriptive statistics, independent sample t-test, Chi-Square test, Mann-Whitney U test and structural equation modeling.
Findings of this study were listed below: 1.Among the grade eight students of Taiwan and the US, significant differences were obtained in family resource, family background, school teaching and student mental characteristic. Number of students in Taiwan who had desks and their family member were more than which of student in the US. In the US, there were eleven factors significantly better than Taiwan, including numbers of books, having computer, parents educational level, group discussing, connection to daily life, doing well in math, enjoying learning mathematics, learning ambition and so on. 2.The achievement of algebra, number, geometry, data, measurement and total mathematics score of student in Taiwan were significantly higher than students in the US. 3.Structure equation models of Taiwan and the US, based on family resource, family background, school teaching and student mental characteristic to mathematic achievement, were accepted and fit all the indexes.4.In model of Taiwan, family resource and student mental characteristic to mathematics achievement had significant positive correlation. School teaching to mathematics achievement had significant negative correlation. Student’s mental characteristic was the most important factor in model of Taiwan.5.In model of the US, family resource and student mental characteristic to mathematic achievement had significant positive correlation. School teaching to mathematic achievement had significant negative correlation. Family resource was the most important factor in model of the US.
|
|---|
