The Effects Of Cognitive-Behavior Assisted Mathematic Remedial Instruction For High-Anxiety And Under-Achievement Junior High School Students

• Main Authors: Chin Llin-Na, 金玲娜
• Other Authors: 廖鳳池
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/77416127884885354280

碩士 === 國立高雄師範大學 === 輔導與諮商研究所 === 96 === Abstract The purposes of the research are to develop a cognitive-behavior assisted mathematic remedial instruction , and to explore its effects on high-anxiety and under- achievement junior high school students. The study used the quasi-experimental design. Thirsty subjects with high-anxiety and under-achievement students were divided into three groups: cognitive-behavior group、 traditional lecturing group and waiting-list group. The students in the experimental groups participated in 8-session of mathematic remedial instruction . The dependent variables are “mathematic anxiety”(measured by Mathematic Anxiety Scale)、”mathematic self-efficacy” (measured by Mathematic Self-Efficacy Scale)、”mathematic achievement ” (measured by Mathematic Achievement Test). The“group of treatment”is the independent variable. The data were analyzed by the analysis of covariance. The result of the feedback sheets and interviews were used as the proof of the research results. The results frow this study are as follows:The immediate effect: cognitive-behavior assisted mathematic remedial instruction has immediate effect on the mathematic self-efficacy and mathematic achievement. It didn’t show an immediate effect on the mathematic anxiety, including worry, dislike, test anxiety and perception of stress. The follow-up effect:The measures conducted ten weeks after the treatment showed that cognitive-behavior assisted mathematic remedial instruction has follow-up effect on the mathematic achievement, but it did’t show an follow-up effect on the mathematic self-efficacy and mathematic anxiety, including worry, dislike, test anxiety and perception of stress. Finally, the implication of this study in both guidance and further research in the field were discussed.