Related Factors of Mathematic Achievement Case：Taiwan 8th Grade Performance From TIMSS 2011

• Main Authors: Yu-Sheng Chen, 陳昱升
• Other Authors: Der-Jin Chen
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/10339869441302059626

碩士 === 銘傳大學 === 應用統計資訊學系碩士班 === 101 === TIMSS is the international research program held by IEA and also the biggest international research about student''s learning achievement. It focuses on mathematics and science and offers test scores of these two subjects and three subjects questionnaires which include students, teachers and schools. This study discusses six factors which affect 8th grade student''s mathematic achievement and discusses the relationship between these factors on Taiwan area. Six factors are bully, confidence of mathematic learning, value of mathematic learning, family educational resource, school background and teaching ways. By referring related literatures and factor analysis, this study use these six factors to make a theoretical model which will be fitted by structural equation modeling. The sample data, with sample size 5042, are Taiwan 8th grade students from TIMSS 2011. To treat missing values, there are two data sets (delete or make up). One deletes all missing values, another completes all missing values, the sample size are 5042 and 4032. The result shows confidence is the most important factor to students. It means that we can increase students'' learning confidence by increasing family educational resource and improve students'' mathematic achievement. According to data from TIMSS 2011, the two factors bully and teaching ways make negative effect to mathematic achievement. Therefore, making students feel safe at school could improve their mathematic achievement. The way teacher teaches in class can also affect the mathematic achievement. Teachers might think about what is the best way.