國中學生協同學習、學習策略與數學自我效能關係之研究

A Study on the Relationship between Collaborative Learning, Learning strategies, and Mathematics Self-efficacy of Junior High School Students

10.7038/JETP.201412_(30).0002

高家斌(Chia-Pin Kao)；蘇玲慧(Ling-Hui Su)

協同學習 ； 學習策略 ； 數學自我效能 ； Collaborative learning ； learning strategies ； mathematics self-efficacy

教育理論與實踐學刊

30期（2014 / 12 / 01）

25 - 55

繁體中文

本研究以臺灣學生學習成就評量資料庫（TASA）釋出的「2010年國中數學科問卷調查」資料，共7,586位學生為研究樣本進行分析，旨在探討國中八年級學生的協同學習、學習策略與數學自我效能之間的關係，使用結構方程模式進行驗證。研究結果顯示，學生協同學習、學習策略、數學自我效能等三項潛在變項的內部結構穩定（λ值為0.634至0.810)，而整體模式的適配度良好，國中學生的協同學習對於學習策略、數學自我效能皆有正向影響，學生的協同學習可以透過學習策略影響數學自我效能。

The study uses data collected by ＂2010 Junior High School Mathematics Questionnaire＂, which is released by the Taiwan Assessment of Student Achievement (TASA) database. The analysis includes 7,586 students as study samples and aims to investigate and examine the relationships between collaborative learning, learning strategies, and mathematics self-efficacy of eighth graders through structural equation modeling. Research results show that the internal structure of the latent variables, including collaborative learning, leaning strategies, and mathematics self-efficacy, reaches consistency (λ value is between 0.634 and 0.810) and the overall goodness-of-fit achieves the model requirements. Moreover, collaborative learning has positive influence on both learning strategies and mathematics self-efficacy for eighth graders. Collaborative learning among students may affect mathematics self-efficacy through learning strategies.

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