academic achievement;implicit intellectual beliefs;hope theory;mathematics learning area
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Abstract[[abstract]]本研究旨在探討希望理論融入國小數學學習領域的教學對五年級學童希望感、內隱智力信念和學業成就的影響。研究者選取臺中市某國小五年級兩班共58名學生為研究對象，以不等組前後測之準實驗設計進行研究，實驗組為30人，控制組為28人。實驗組施以為期10週，共計40節課的希望理論融入數學學習領域之實驗課程，控制組則接受一般教學課程，兩組在教學課程前後分別接受前後測，並在課程結束後四週接受延宕測。本研究的研究工具為數學希望感量表、數學?隱智力信念量表和數學學業成就測驗，以多變量共變數分析和單因子共變數分析進行統計檢定考驗，檢測兩組學生的差異性，並用單元活動回饋表和課程總回饋表蒐集實驗組對實驗課程的反應和意見。本研究的結果如下：一、接受「希望理論融入數學學習領域的教學」的實驗組在數學希望感之「目標」、「方法」和「意志力」的立即效果和保留效果顯著優於控制組。二、接受「希望理論融入數學學習領域教學」的實驗組在「固定智力信念」的立即效果以及保留效果和控制組無顯著差異；實驗組在「增長智力信 念」的立即效果和控制組有部分差異，而保留效果則顯著優於控制組。三、接受「希望理論融入數學學習領域教學」的實驗組在數學學業成就的立即效果和保留效果顯著優於控制組。四、實驗組學童對「希望理論融入數學學習領域教學」有正面的評價，認為可以提升學習興趣和學業成績，增加學習自信心，對學習數學有幫助。 最後，研究者根據研究結果提出建議，以提供國小數學教師、學校行政單位和未來研究者參考。
[[abstract]]The purposes of this study was to investigate the effects of integrating hope theory into mathematics learning area on students' hope, implicit intellectual beliefs, and academic achievement in fifth-grade elementary school students. The study was conducted by adopting the pretest, post-test, follow-up test, and nonequivalent groups of quasi-experimental design and the subjects were 58 students from two classes in Taichung City, including the experimental group of 30 students and the control group of 28 students. Students in the experimental group went through integrating hope theory into mathematics for 40 lessons over 10 weeks, while the control group proposed general mathematics. Pretested and post-test were held during the experiment, a follow-up evaluation was given 4 weeks after the experiment. “Mathematics Hope Scale” ,“Mathematics Implicit Theories of Intelligence Scale” and “Mathematics Learning Achievement Test” were used in this study to collect quantitative data and the outcomes were analyzed by using MANCOVA and ANCOVA statistical technique, to investigate the differences among the two groups. In addition, unit feedback lists and all lesson feedback form were both used to realize the the experimental group students’ responses and opinions.The results of this study were as follow:1. The experimental group had significant differences in the mathematics hope of goal, pathway thoughts, and agency thoughts than the control group on both the post-test and follow-up test.2. There were no significant differences between the experimental group and the control group in the mathematics implicit intellectual beliefs of entity on both the post-test and follow-up test. Besides,the experimental group had partial significant differences on the mathematics implicit intellectual beliefs of incremental than the control group in the post-test , and had significant differences in the follow-up test.3. The experimental group had significant differences in the mathematics achievement than the control group on both the post-test and follow-up test.4. Most experimental group students expressed positive recognition toward “Integrating Hope Theory into Elementary Mathematics Learning Area”. Finally, the researcher would provide some suggestions from findings as references for mathematics teachers, educational administrative institutions and further researchers.