Constructing a Mayer-based word problem test on addition and Subtraction

• Main Authors: Chen Ying-Ying, 陳盈穎
• Other Authors: Huang Tsai-wei
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/73087429593078248526

碩士 === 國立嘉義大學 === 輔導與諮商學系研究所 === 100 === The purposes of this study is to construct Mayer-based problem test on addition and subtraction, including seven problem-solving behavior, and to verify Reliability and Validity of test , establishing the norm of scale of ability to solve addition and subtraction word problems for third-grade students. The sample of the study includes pre-test sample and formal sample. There are 10 classes 243 students from elementary school of Tainan and Yunlin in this pre-test sample. There are 1215 students from northern, central, southern, and eastern part of Taiwan with the way of purposive sampling in formal sample. Examine time is form November 2011 to May 2012. This research with third-grade elementary school students are total 1215 for this formal sample. The results in this study are as follows: 1.Reliability and validity analysis of MAST (1)Reliability:Cronbach’s alpha analysis is.924.Composite reliability of “change-unknown ,result-unknown and compared-unknown”test and “whole-unknown, fference-unknown and referent-unknown”test are .873 and .940.Test-retest reliability is.78. (2)Validity:1.Content Validity: Overall Inconsistency of”change-unknown ,result-unknown and compared-unknown”test and”whole-unknown,difference-unknown and referent-unknown”test are .03and .04(<.1), it reveals that Consistency test was found. 2. Convergent validity: the explanation of common factor of the test is 63.12%.It reveals that Convergent validity is good. 3. Discriminant validity：Correlation coefficient of between two latent variables is.69, and achieve the level of significance（p <.01）, it reveals that was provided with the different effect between the two dimensions. Criterion-related validity:Criterion-related validity of LAST and MAST is.745（p＜.05）. 2.Performance of MAST in third-grade students (1)The Percentile norms of MAST: To formulate percentile norms of the MAST total test score,”change-unknown , result - unknown and compared-unknown”score,”whole-unknown,difference-unknown and referent-unknown”score and the seven problem-solving behavior for two genders. Percentile rank in less than 16% is”Poor”;from 17 to 50% is” Below average” ;from51 to 84% is” Above average”; above 85% is” Excellent”. (2)Performance of Content type and problem-solving of seven solving behavior for different gender A. Performance of Content type a.Of all:the score of “change-unknown,result-unknown and compared-unknown” test and “whole-unknown,difference-unknown and referent-unknown”test didn’t achieve the level of significance. b.In gender:in “whole-unknown,difference-unknown and referent-unknown”test , girls are better than boys. In “change-unknown,result-unknown and compared-unknown” test, performance of problem-solving didn’t achieve the level of significance. B. Performance of problem-solving behavior (3)Performance of C,M,W and B of Content type and problem-solving behavior for different gender a.Of all: ”Condition known”shows the best while”Promblem integration”shows the worst. b.In gender:girls perform better in ”Condition known”, ”Relationship statement”and ”Solving the target”.The rest part doesn’t show a significant difference between genders. 3. Performance of C,M,W and B of Content type and seven problem-solving behavior for different gender A.Performance of C,M,W and B of Content type a.Of all: “change-unknown,result-unknown and compared-unknown”test are better than “whole-unknown, difference-unknown and referent-unknown” test in C. “ whole -unknown,difference-unknown and referent-unknown”test are higher especially in M. b.In gender: there is no significant difference between genders in C,M and W for “change - unknown,result-unknown and compared-unknown”test and”whole-unknown, difference -unknown and referent-unknown”.However, girls show a higher tendency in B. B. Performance of C,M,W and B of seven problem-solving behavior a.Of all: Performance of seven problem-solving behavior didn’t achieve the level of signif- ycance in C and B. ”Promblem integration”is the highest in M and W ,and ”Solving the target”is the lowest in M and W . b.In gender: for C,girls perform better than boys in ”Condition known”, ”Relationship statement”and”Solving the target”; in M, boys perform less well than girls in ”Condition known”, ”Relationship statement”and”Solving the target”. The rest part didn’t achieve the level of significance between genders. In ”Relationship statement”boys’M is higher than girls.In”Condition known”, ”Relationship statement”,” Solving the target ”,” Prom- blem integration”,and it”Formula monitoring”,boys’B is also higher,and the rest part didn’t achieve the level of significance between genders. According to the above conclusions, suggestions are offered for education authorities, teachers and advanced researchers.