| Summary: | 博士 === 國立臺北科技大學 === 技術及職業教育研究所 === 106 === ABSTRACT
A meta-analysis was performed to synthesize existing research that investigated various factors effecting the mathematical competence of high school students in Taiwan. We adopted mathematical competence, mathematic achievement, mathematical performance, mathematical academic achievement, mathematical learning achievement, mathematical literacy as keywords in those research published between 2001 and 2017, which resulted in 78 studies for a total of 305 individual effect sizes. CMA (Comprehensive meta-analysis) software was used for the analysis; random-effects model was selected to determine mean effect size whereas fixed-effect model and mixed-effect model were selected for moderator analysis.
1.Mathematical self-efficiency, among individual factors, has the strongest correlation and the largest positive effect size whereas gender has the weakest correlation with student mathematical competency.
2.Book collection at student’s home, among family factors, has the strongest correlation and medium positive effect size whereas family’s financial situation has the weakest correlation
with student mathematical competency.
3.Teaching strategy, among family factors, has the strongest correlation and medium positive effect size whereas teaching effectiveness has the weakest correlation with student mathematical competency.
4.Class size, among school factors, has the strongest correlation and low positive effect size whereas school resources has the weakest correlation to student mathematical competency.
5.Overall, there were eleven factors with medium or higher correlation to the mathematical competency of high school students in Taiwan. The top six factors of which happened to be all individual factors.
6.The year of publication was an effective moderator variable for the effect of parenting rearing on mathematical competence of high school students in Taiwan.
7.The level of education was an effective moderator variable for the effects of mathematical self-efficiency, math anxiety, learning interest, learning strategy, socio economic status, parental education level, book collection at student’s home, home resources and school locations on mathematical competence of high school students in Taiwan.
8.Geographical areas was an effective moderator variable for the effects of extra curricular-time, math learning time, parental education level and home resources on mathematical competence of high school students in Taiwan.
9.Taking the standardized test or not was an effective moderator variable for the effects of gender, math learning time, home resources and school locations on mathematical competence of high school students in Taiwan.
Based on the research finding, we proposed several recommendation to schools, teachers, education administrations, parents, students and future studies respectively.
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