The Relationships among Interests, Prior Knowledge and Mathematical and Science Reading Comprehension of Elementary Students in Grade 4 and 6

• Main Authors: CHEN, HUI-HUI, 陳惠慧
• Other Authors: Lu, I-Chung
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/e25425

碩士 === 國立屏東大學 === 教育心理與輔導學系碩士班 === 107 === 　　The main purpose of this study is to explore the gender and grade differences of reading interests, interest in mathematics and science (MS interest), topic interest, prior knowledge, and mathematical and science reading comprehension (MS comprehension) of elementary school students, and to explore the relationship among the three interests, prior knowledge, and MS reading comprehension. A total of 534 students, 261 students in grade 4 and 273 students in grade 6, drawn from elementary school in Kaohsiung City and Pingtung County, served as participants in this study. The students filled out questionnaires about MS interest, reading interest, topic interest, and completed tests of prior knowledge and MS comprehension. 　　The results of this study were as follows: 1. Girls had significantly higher reading interest than boys, while boys had significantly higher MS interest than girls. There was no significant gender difference in topic interest, prior knowledge, and MS comprehension. 2. The 4th-graders had significantly higher reading interest, MS interest, and topic interest than the 6th-graders, while the 6th-graders performed significantly better than the 4th-graders in prior knowledge, and MS comprehension. 3. Reading interest, topic interest correlated significantly with MS comprehension total score and the scores in “identifying problem” and “analyzing information” subtests, but these two interests were not correlated significantly with the score in “forming interpretation” subtest. The correlation between MS interest and MS comprehension was not significant. Prior knowledge correlated significantly with MS comprehension total scores and the three subtests. 4. Reading interest, MS interest, and topic interest predicted MS comprehension significantly, with 4.5% of the variance of MS comprehension were explained. 5. After gender and grade were accounted for, the three interests and prior knowledge significantly explained 24.6% of the variance of MS comprehension, but only prior knowledge and topic interest significantly predicted MS comprehension.