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    題名: 苗栗縣立完全中學國中生家庭閱讀環境、學校閱讀環境、閱讀態度與數學學習成就之相關研究
    其他題名: A study of relationships among family reading environment, school reading environment, reading attitudes on student's mathematics achievement for junior-senior high school in Miaoli County
    作者: 陳巧瑩;Chen, Chiao-Ying
    貢獻者: 淡江大學資訊與圖書館學系數位出版與典藏數位學習碩士在職專班
    歐陽崇榮;Ouyang, James C.
    關鍵詞: 家庭閱讀環境;學校閱讀環境;閱讀態度;數學學習成就;苗栗縣立完全中學國中生;Family Reading Environment;School Reading Environment;Reading Attitudes;Mathematics achievement;Junior-Senior High School in Miaoli County
    日期: 2017
    上傳時間: 2018-08-03 14:55:42 (UTC+8)
    摘要: 本研究旨在探討苗栗縣立完全中學國中生家庭閱讀環境、學校閱讀環境及閱讀態度之現況,並分析不同背景變項的國中生在數學學習成就上之差異,進而分析家庭閱讀環境、學校閱讀環境、閱讀態度對數學學習成就的預測力。
    本研究採用問卷調查法,以苗栗縣立完全中學105學年度之國中生為研究對象,受試者共為440人,問卷回收後剃除無效問卷,共得有效問卷428分,問卷可用率為97.3%。調查結果以描述性統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關、多元迴歸分析等統計方法進行分析,研究結果歸納如下:
    一、 國中生具有正面的閱讀態度,並擁有良好的學校閱讀環境,唯家庭閱讀環境現況較不理想。
    二、 不同性別的國中生其數學學習成就上無顯著差異。
    三、 父母親教育程度不同、不同家庭狀況的國中生數學學習成就上有顯著差異。
    四、 家庭閱讀環境、學校閱讀環境、閱讀態度與數學學習成就具有正向相關。
    五、 家庭閱讀環境、學校閱讀環境、閱讀態度對於國中生的數學學習成就具有預測力。
    由以上研究結果可知,國中生數學學習成就與家庭閱讀環境、學校閱讀環境、閱讀態度之間有相關性存在。最後,依據研究結論,對家長、教師及學校與未來研究者提出相關建議。
    The study aims to investigate the current status among family reading environment, school reading environment and reading attitudes versus mathematics achievement of Junior-Senior High School in Miaoli County students as well as to analyze the differences between the background variables of mathematics achievement. And to analyze the predictability of family reading environment, school reading environment , reading attitudes on mathematics achievement.
    Questionnaire as the main method were conducted for 440 students who enrolled in Junior-Senior High School in Miaoli County, in 2016. Deducting the invalid questionnaire, 428 valid copies were returned. The usable rate of questionnaire is 97.3%. The questionnaire data were analyzed statistic methods such as descriptive statistics, t-test, one-way analyisis of variance, Pearson product-moment correlation, and multiple regression.
    The major conclusions are found as follows:
    1.Junior high school students have a good family reading environment and a positive reading attitudes. But school reading environment is not very good.
    2.There were no significant differences between the background variables in gender of mathematics achievement.
    3.There were significant differences between the background variables such as father’s education and mother’s education on students’ mathematics achievement.
    4.There were significant positive correlation among family reading environment, school reading environment, reading attitudes and mathematics achievement.
    5.There were partial predictability of family reading environment, school reading environment and reading attitudes on mathematics achievement.
    顯示於類別:[資訊與圖書館學系暨研究所] 學位論文

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