| Summary: | 碩士 === 國立屏東教育大學 === 數學教育學系碩士班 === 102 === The purpose of this study is to develop 7th-grademathematics achievement test, to understand 7th-grade’s learning performance in Taiwan.And to explore the relationship between student backgrounds and their learning performance. The mathematics achievement test has good reliability and content validity, its internal consistency coefficient (Cronbachα) is 0.96,average difficulty is 0.567, average discrimination is 0.616.
The subjects were 7th-grade’s students of 2012 school year in Taiwan. Taiwan is divided Taiwan into four areas (North, Central, Southern and Eastern), and used stratified cluster sampling method to choose subjects. The samples are taken in accordance with the proportion of students in eacharea.One thousand one hundred seventy-four questionnaires in a total of 1256 questionnaires were returned. Recovery rate is 93.47%. After the questionnaires upon inspection, 1,133 valid questionnaires were obtained, the effective recovery rate is 90.21%.
The data was analyzed descriptive statistics,independent samples t-test, one-way ANOVA, multiple linear regression . The results are as following:
1. The mathematics achievement inthe topic of “number and quantity” is significantly better than “algebra”.
2.There was no significant difference of the mathematics achievement between boys and girls.
3.There was a significant difference of the mathematics achievement of students among different areas and school locations
4. There was a significant difference of the mathematics achievement between students who participate in cram education and students who don’t.
5.There was a significant difference of the mathematics achievement among students with different family economic conditions and different family functions.
6. There was a significant difference of the mathematics achievement of students whose parents are from different ethnic groups .There was a significant difference of the mathematics achievement of students whose parents have different educational background.
7.Student’s background ,participation incram education, school location, family function and family economywere the most explanatory among the mathematics achievement, which is 13.7%
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