The Relationship among Learning Style, Learning Adjustment and Math Academic Achievement of 8th Gradersin Taoyuan County

• Main Authors: CHIU- LING LU, 呂秋玲
• Other Authors: Shu-Hui Chang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/69737349418468902907

碩士 === 中原大學 === 教育研究所 === 101 === The purpose of this study was to investigate the relationships among the learning style, learning adjustment and mathematics learning achievement of the 8th grade students in Taoyuan county. The research method was questionnaire survey. The valid return rate was 84.4% and 550 subjects participated in this study. The instruments were “Learning Style Questionnaire” and “Mathematics Learning Adjustment Questionnaire”. The data were analyzed by t-test, ANOVA, Pearson’s correlation and discriminant function analysis. The findings were listed as the following: 1. The students’ learning style were mostly classified as the diverger and the assimilator. 2. The students’ learning adjustment in mathematics was at the medium level. 3. There was no significant difference between students of different background in terms of their learning styles. There was significant difference between students of different background in terms of their learning adjustment. There was significant difference between students of different background in terms of their mathematics learning achievement. 4. There were significant differences between students of different learning styles in terms of their learning adjustment and learning achievement. 5. There was significant difference between students of different learning adjustment in terms of their learning achievement. 6. The learning style and learning adjustment could significantly discriminates mathematics learning achievement groups.