臺灣的國中數學表現弱勢與優勢生影響因素之探討：以TIMSS 2011為例

The Impacted Factors of the Disadvantaged Students and Advantaged Students in Mathematics in Taiwan: Evidence from TIMSS 2011

10.6423/HHHC.202203_(138).0001

張芳全(Fang-Chung Chang)

數學學習成就 ； 數學學習表現弱勢學生 ； 國際數學與科學調查趨勢 ； mathematic achievement ； the disadvantaged students in mathematics ； TIMSS

學校行政

138期（2022 / 03 / 16）

1 - 28

繁體中文

學習弱勢是一個值得研究議題。影響學習弱勢與學習優勢生學習成就的因素有何不同呢？本研究以臺灣八年級生參與TIMSS 2011的數學表現分析，研究中以學習成就分為弱勢與優勢生，納入可能影響因素進行分析。獲得結論如下：（一）數學學習優勢生在雙親教育程度、家庭學習資源、學生喜歡學校、認為是學校一員、自我教育期望、喜歡數學、數學價值、數學自信、數學投入及科學推理都明顯高於弱勢生。然而數學學習弱勢生寫回家作業時間比優勢生多。（二）學習數學弱勢生若喜歡學校、被認為是學校一員、科學推理、數學自信、自我期望可以提高數學成就。然而，數學學習優勢生的性別、母親教育程度、科學推理、數學自信、自我期望、喜歡數學、數學投入與寫回家作業時間是影響數學成就的重要因素。本研究貢獻在於找出優勢與弱勢學生的學習表現因素，提出具體建議。

Disadvantaged students in mathematics is an important research issues. However, are there different in the impacted factors of the disadvantaged students and advantaged students in mathematics? Our research employed the TIMSS 2011 Taiwan database (8-grdae) to study this issue. It distrimimanted into the disadvantaged and advantaged students in mathematics, and it used many key factors to test. The results were as followings: Firstly, the advantaged students in mathematics that their parents educational level, family resources, like school, sense of belonging to be school student, self-education expectation, like mathematics, valuing mathematics, confidence with mathematics, engaged in mathematics lessons, and science reason were significant better the disadvantaged students. But the disadvantaged students in the number of homework time were more than the advantaged students. Secondly, the disadvantaged students that their like school, sense of belonging to be school student, science reason, confidence with mathematics, and self-education expectation can enhance their mathematic achievement. However, the gender, mother educational level, science reason, confidence with mathematics, self-education expectation, like mathematics, engaged in mathematics lessons, and the number of homework time can enhance their mathematic achievement. The contributions of this research was to find out the learning performance factors of advantaged and disadvantaged students. It provided specific suggestions to the government, schools, students and future research.

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