課室教學活動對數學學習成就解釋力之探討：以 TIMSS 2007 臺灣資料為例Relationships between instructional factors and mathematics achievement of students in Taiwan: An analysis of TIMSS 2007
| 題名 | 課室教學活動對數學學習成就解釋力之探討：以 TIMSS 2007 臺灣資料為例 |
|---|---|
| 題名(外文) | Relationships between instructional factors and mathematics achievement of students in Taiwan: An analysis of TIMSS 2007 |
| 作者 | 吳正新 Wu, Jeng-Shin林素微洪碧霞 |
| 出版年月 | 2013/06 |
| 刊名 | 測驗統計年刊 |
| 刊名(外文) | Journal of Educational Measurement and Statistics |
| 卷 | 21(上) |
| 出版者 | 臺中教育大學教育測驗統計研究所 |
| 頁次 | 41-59 |
| 關鍵字 | TIMSS 2007課室教學活動探索性因素分析階層線性模式 |
| 關鍵字(外文) | TIMSS 2007mathematics instructional activitiesexploratory factor analysishierarchical linear model |
| ISSN(Printed) | 1728-8231 |
| 摘要 | 有效的課室教學活動可以提升學生的數學學習成就。基於如何促進學生數學 能力的改善或提升，TIMSS 在教師問卷以及學生問卷當中均進行了課室教學活 動的調查，包含相關數學主題、問題解決、家庭作業、以及計算機與電腦的使用 等等。本研究利用 TIMSS 2007 的學生和教師問卷中的數學教學活動量表，探索 有效的教學活動指標，並比較教師和學生問卷二者的差異。分析結果指出，從學 生問卷萃取所得的課室教學活動指標較為合適，而且這些課室教學活動指標能解 釋高比例的校際與校內變異，以及有效的預測學生成就。 |
| 摘要(外文) | To place students' mathematics achievement results in instructional contexts, it is necessary to precisely analyze the relationships between classroom instructional activities used in teaching and learning mathematics and achievements. Because of the high interest in improving students' ability in mathematics, TIMSS asked students and teachers about how often students were asked to do certain activities related to mathematics topics, problem-solving, calculator and computer use, role of homework, and assessment used in class. Thus, the purpose of this study is focused on constructing effective predictive classroom activities based on both student and teacher questionnaires in TIMSS 2007 survey of Taiwan. The results show that it is more appropriate to apply mathematics instructional activities from student self-report to explore the relationships between the instructional factors and achievements. Furthermore, these instructional activities can explain a large proportion of between school variations and within schools variations as well as can be very unique variables to predict student achievements. |