| Summary: | 碩士 === 國立臺北教育大學 === 課程與教學研究所 === 98 === The purpose of this research is to identify the correlation between math learning motivation and math learning achievements for grade six students in public elementary schools of Taipei city, sampled from both disadvantaged students and ordinary students. First of all, the researcher tried to understand the math learning motivation and learning achievements of these students at the current stage. An analysis was then made to identify the difference in math learning motivation and learning achievements among students of different background variables. In the last part of this dissertation, the researcher probed the correlations and predictability of learning motivation and learning achievements for both disadvantaged and ordinary students.
Apart from using documentary studies to explore related theories and research on disadvantaged students and math learning motivations/achievements, the researcher also adopted questionnaire survey methodology. Through stratified random sampling, the researcher has collected samples from 849 students in 32 of the grade 6 ordinary classes in 15 public elementary schools located in 12 administrative areas of Taipei. In total, 833 valid questionnaires have been collected. The researcher has also randomly selected five disadvantaged students and five ordinary students for interview. For information collection, the researcher has used research instruments including a “Math Learning Motivation Scale” and the self-designed “Math Learning Achievement for the 1st Semester of Grade 6 Students.” Information collected through the survey has been analyzed and verified, using statistical methodologies including independent sampling t-test, correlation analysis and multiple regression approaches.
The research has led to five conclusions, which are detailed below:
1. For disadvantaged students and ordinary students, the working values and mastery goal orientation are both above average. However, is relatively poorer in terms of confidence in ability. The current math learning achievements for these students are about average. In addition, they performed better in comprehension and application than in integration and analysis.
2. Students from single-parent, grand-parenting families or from families with new immigrants or from families with poor financial status demonstrate significant differences in math learning motivation than ordinary students. But there is no significant difference for students from aboriginal families.
3. Students from single-parent families or from families with new immigrants or poor financial status demonstrate significant difference in math learning achievements than ordinary students. But there is no significant difference for students from grand-parenting or aboriginal families.
4. For both disadvantaged students and ordinary students, there is a positive correlation between math learning motivation and math learning achievements.
5. For both disadvantaged students and ordinary students, the predictability of math learning motivation on math learning achievement is about 10% to 20%, of which confidence in ability shows the highest predictability level.
Finally, based on the research results, the researcher has provided relevant recommendations to education administrative organizations, school teachers and future researchers, in hopes that this research will be helpful to the future development of education for the disadvantaged.
Key Words: Disadvantaged Students, Math Learning Motivation, Math Learning Achievements
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