| Summary: | 碩士 === 中華大學 === 應用統計學系碩士班 === 100 === This study aims to realize the current situation of junior high students’ experiences in the after school mathematics lesson attitudes toward math learning and math learning achievement. Moreover, it looks into the experiences of after school mathematics lesson, learning attitude toward math, differences of learning achievements in math and pre-test outcome of learning achievement among students of different background. The present study uses the method of questionnaire. Means of data-collection include background knowledge of the testers, experiences Inventory of math cram school, and learning attitude scale of math learning at school. Totally 323 questionnaires are given to randomly chosen 10 classes of 9th grade students in Kuang Rong Junior High School, Taichung City, and 315 questionnaires are collected, with 310 valid ones, to reach 95.9% validity. Among them, 213 students do attend cram schools, which constitute 68.7% among all valid questionnaires. The collected data are analyzed through the number of percentage, t-test, One-way ANOVA Analysis, Scheffe Post-hoc comparison method and Regression Analysis. Significant findings are as follows:
First, there were significant differences in some of the students’ experiences of math cram school with different backgrounds.
Secondly, there were significant differences in some of the students’ overall learning attitudes at school with different backgrounds.
Thirdly, there were significant differences in some of the students’ math learning achievement with different backgrounds.
Fourthly, area of residence, tuition of cram school, attitude toward tests, and the number of students in cram school are the factors affecting learning achievement in math the most.
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