| Summary: | 碩士 === 明道大學 === 課程與教學研究所 === 101 === Abstract
The study aims to explore the effects of family background on junior high school students. The background factors include gender , sibling , private tuition , living situation with parents ,and social economic status. The math learning attitude is made of motivation, learning initiative , anxiety, degree of concentration, attention, learning efficiency, the ability to solve math problems, mathematical values, message handling, and reading ability . The study investigates the relationships among family background, learning attitude and learning achievement. Learning attitude questionnaire and family questionnaires are adopted as the measurement tools, including 564 samples and the valid rate is up to 90.1%. The data is processed and analyzed by using descriptive statistics , t-test , one-way ANOVA , and Multiple Regression. The results are summarized as follows.
1. There are no significant differences among junior high school students in the terms of genders, siblings and social economic status.
2. There are significant differences among junior high school students in terms of math learning attitude, including participating in math tuitions and whether living with their parents .
3. There are no significant differences among junior high school students in terms of math learning achievement, inclcuding genders , siblings and whether living with their parents.
4. There are significant differences among the junior high school students in terms of learning achievement, including participating in math tuitions and social economic status.
5. Math learning attitude has a significant effect on math learning achievement, and the variables are learning initiative, anxiety, concentration, math problem solving ability and math values.
The above findings are provided for reference .
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