跳到主要內容

臺灣博碩士論文加值系統

(44.200.27.215) 您好!臺灣時間:2024/04/15 04:33
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:蔡惠茹
研究生(外文):Huei-Ru Tsai
論文名稱:多元智能教學對六年級學生數學自我效能與學習成就之影響
論文名稱(外文):Effects of Multiple Intelligence Teaching Strategies on Mathematics Self-Efficacy and Academic Achievement of Sixth Graders
指導教授:謝智玲謝智玲引用關係
指導教授(外文):Chih-Ling Hsieh
口試委員:林啟超李德治
口試委員(外文):Chi-Chau LinDe-Chih Lee
口試日期:2015-07-01
學位類別:碩士
校院名稱:大葉大學
系所名稱:教育專業發展研究所
學門:教育學門
學類:綜合教育學類
論文種類:學術論文
論文出版年:2015
畢業學年度:103
語文別:中文
論文頁數:102
中文關鍵詞:多元智能數學自我效能學習成就
外文關鍵詞:multiple intelligencesmathematics self-efficacyacademic achievement
相關次數:
  • 被引用被引用:3
  • 點閱點閱:366
  • 評分評分:
  • 下載下載:33
  • 收藏至我的研究室書目清單書目收藏:0
論文名稱:多元智能教學對六年級學生數學自我效能與學習成就之影響
校(院)所組別:大葉大學管理學院教育專業發展研究所碩士班
畢業時間及提要別:103學年度第2學期碩士學位論文提要
研究生:蔡惠茹
論文提要內容:
  本研究旨在探討多元智能對國小學生數學自我效能與學習成
就之影響。採用準實驗設計法,以六年級學生為研究對象,實驗組
29人,對照組29人,共計58人。對照組採傳統數學教學;實驗
組應用多元智能融入教學。實驗組接受實驗處理,進行10週,每
週3節課,共計30節課的多元智能融入課程教學,對照組則未接
受實驗處理。
  研究工具包含「數學自我效能量表」與「國中新生數學能力測
驗」,實驗組與對照組均接受前測、後測及延宕測驗。測驗所得資
料,利用描述性統計、獨立樣本t檢定、ANCOVA等方法進行統計
分析,用以了解實驗處理之效果。研究結果顯示:
一、實施多元智能融入數學課程後,「數學自我效能量表」後測得
分,實驗組顯著高於對照組。
二、實施多元智能融入數學課程後,「國中新生數學能力測驗」後
測得分,實驗組顯著高於對照組。
三、實施多元智能融入數學課程後,「數學自我效能量表」延宕測
驗得分,實驗組顯著高於對照組。
四、實施多元智能融入數學課程後,「國中新生數學能力測驗」延
宕測驗得分,實驗組顯著高於對照組。

五、多元智能融入數學課程確實能提升六年級學生數學自我效能與
學習成就。
六、學生對於多元智能融入數學課程持正向肯定的態度。
本研究根據研究結果提出建議,供數學領域教師、學生、學術
單位以及後續研究者參考。

Effects of Multiple Intelligence Teaching Strategies on
Mathematics Self-Efficacy and Academic Achievement of Sixth Graders

Student:Huei-Ru Tsai

Da-Yeh University

Abstract

The purpose of this study is to investigate the effects of the
multiple intelligences on mathematics for elementary students’
self-efficacy and for academic achievement. This research takes Quasi
Experiment Method and takes the sixth graders as subjects. The
subjects are divided into two groups - the Experimental Group and the
Control group. There are 29 students in each group. The researcher
takes traditional instruction in Control Group, while integrates Multiple
Intelligence into mathematics curriculum for thirty periods of class in
Experimental Group.
The experiment tools are “Self-Efficacy Scales in Mathematics”
and “Mathematics Ability Test for Freshmen in Junior High School.”
Experiment Group and Control Group both take pre-test, post-test and
retention-test. The information from the tests is analyzed by
Descriptive Statistics, Independent-Sample T Test and ANCOVA. The
results are as follows:
1. After integrating Multiple Intelligence into mathematics curriculum,
Experimental Group performs better than Control Group
significantly in post-test of “Self-Efficacy Scales in Mathematics”.
2. After integrating Multiple Intelligence into mathematics curriculum,
Experimental Group performs better than Control Group
Significantly in post-test of “Mathematics Ability Test for Freshmen
in Junior High School”.
3. After integrating Multiple Intelligence into mathematics curriculum,
Experimental Group performs better than Control Group
significantly in retention-test of “Self-Efficacy Scales in
Mathematics”.
4. After integrating Multiple Intelligence into mathematics curriculum,
Experimental Group performs better than Control Group
significantly in retention-test of “Mathematics Ability Test for
Freshmen in Junior High School”.
5.Integrating multiple intelligence into mathematics curriculum
promotes self-efficacy and academic achievement of the sixth
graders.
6.Students take positive attitude towards integrating multiple
intelligence into mathematics curriculum.
This research offers suggestions according to the research results for teachers, students, academics and future researchers in mathematics.


中文摘要............................................ iii
英文摘要............................................ v
誌謝辭.............................................. vii
目 錄.............................................. viii
表目錄.............................................. x


第一章 緒論.................................... 1
  第一節 研究動機................................ 1
  第二節 研究目的................................ 3
  第三節 研究問題................................ 4
第四節 名詞釋義.................................. 4
第五節 研究範圍與限制............................... 6
第二章 文獻探討.................................. 8
  第一節 多元智能之理論與研究.......................... 8
  第二節 自我效能之理論與研究.......................... 13
第三節 多元智能、自我效能與學習成就
之理論與研究.......................
17
第三章 研究方法.................................. 20
  第一節 研究設計與架構............................. 20
第二節 實驗課程的實施............................... 23
  第三節 研究對象................................ 24
  第四節 研究工具................................ 25
第五節 實施程序............................... 39
第六節 資料處理與分析............................ 42
第四章 研究結果.................................. 44
  第一節 多元智能對數學自我效能之影響...................... 44
第二節 多元智能對學習成就之影響.......................... 50
第三節 上課意見調查與活動回饋........................ 56
第五章 結論與建議................................. 61
  第一節 討論.................................. 61
第二節 結論.................................... 65
第三節 建議.................................... 66
參考文獻...................................... 69
中文部分...................................... 69
西文部分...................................... 71
附錄A 「數學自我效能量表」預試問卷......................... 79
附錄B 「數學自我效能量表」正式問卷......................... 81
附錄C 多元智能教案設計............................... 83
附錄D 多元智能融入數學教學--總回饋單........................ 100
附錄E 測驗使用同意書................................ 102

一、中文部分
王保進(2006)。英文視窗版SPSS與行為科學研究。台北市:心理。
吳明隆(2006)。SPSS與操作與應用變異數分析實務。台北市:五南。
吳明隆(2013)。SPSS與統計應用實務:問卷分析與統計。新北市:易習。
吳明隆、涂金堂(2006)。SPSS與統計應用分析II。台北市:五南。
吳明隆、張毓仁(2011)。SPSS與統計應用實務。台北市:五南。
李德治、童惠玲(2010)。多變量分析。台北市:雙葉。
吳靜吉(2003)。多元智能的架構。教育研究,110,41-47。
李美瑜(2006)。大學生多元智能、自我效能與學習意願關係之研究(未出版之碩士論文)。大葉大學,彰化縣。
周台傑、巫春貴(1994)。國中新生數學能力測驗。台北市:心理。
林志成、彭靜文(2013)。大坪國小多元智能特色課程發展之研究。學校行政雙月刊,86,103-150。
林奕宏(2000)。「多元智能與問題解決整合型教學模式」對國小學生數學學習表現之影響(未出版之碩士論文)。國立臺灣師範大學,台北市。doi:10.6251/BEP.20010225
林陳涌(2011)。國際數學與科學教育成就趨勢調查(TIMSS)—緒論,2-18。

邱皓政(2010)。量化研究與統計分析: SPSS (PASW) 資料分析範例解析。台北市:五南。
林義涵(2007)。多元智能取向科學課室中學童自我效能及熱認知現象之研究(未出版之碩士論文)。國立花蓮教育大學,花蓮縣。
林碧珍(2011)。國際數學與科學教育成就趨勢調查(TIMSS)—四年級學生數學成就及相關因素探討,67-114。
林賢祈(2014)。國中學生多元智能、學習風格與數學科學習成就相關之研究─以中部三縣市為例(未出版之碩士論文)。國立彰化師範大學,彰化縣。
翁淑緣(2013)。大學生之多元智能、自我效能和學習意願。人文暨社會科學期刊,9(2),1-16。
國立臺灣師範大學科學教育中心(2011)。國際數學與科學教育成就趨勢調查(TIMSS)。
取自http://www.sec.ntnu.edu.tw/timss2011/
教育部(2012)。國民中小學九年一貫課程綱要數學學習領域。
取自http://teach.eje.edu.tw/9CC2/9cc_97.php
教育部(2014)。十二年國民基本教育實施計畫。取自http://12basic.edu.tw/Detail.php?LevelNo=43
曹博盛(2011)。國際數學與科學教育成就趨勢調查(TIMSS)—八年級學生數學成就及相關因素探討,186-241。
張馨文、劉唯玉(2013)。強勢智能搭橋英語補救教學方案對國中英語低成就學生學習成效影響之個案實驗研究。慈濟大學教育研究學刊,9,139-163。
臺灣PISA國家研究中心(2014)。臺灣PISA 2012精簡報告。取自
http://pisa.nutn.edu.tw/download/data/TaiwanPISA2012ShortReport.PDF
謝智玲、林佳慧(2014年6月)。交互教學法對國中生自我效能與學業成就之影響。「課程、教學與評量學術研討會」發表之論文,彰化縣大葉大學。

二、西文部分
Akkuzu, N., & Akçay, H. (2011). The design of a learning environment based on the theory of multiple intelligence and the study its effectiveness on the achievements, attitudes and retention of students. Procedia Computer Science, 3, 1003-1008.doi:
10.1016/j.procs.2010.12.165
Armstrong, T. (2000). Multiple intelligences in the classroom. Alexandria, VA: ASCD.
Armstrong, T. (2011). Multiple intelligences. Retrieved from http://www.thomasarmstrong.com/multiple_intelligences.php
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review,84,191-215. doi:10.1037//0033-295X.84.2.191
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1994). Self-efficacy. In, VS Ramachaudran (Ed.) Encyclopedia of human behavior, 4 ,71-81.
Bandura, A. (1995). Self-efficacy in societies. New York. Cambridge University Press.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Barrington, E. (2004). Teaching to student diversity in higher education: how multiple intelligences theory can help. Teaching in Higher Education, 9(4), 422. doi:10.1080/1356251042000252363
Bas, G., & Beyhan, O. (2010) Effects of multiple intelligences supported project based learning on students achievement levels and attitude towards English Lessons. International Electronic Journal of Elementary Education, 2(3), 366-386.
Beichner, R. A. (2011). The Relationship between students' academic self-efficacy and teachers' multiple intelligences instructional practices (Doctoral dissertation, Walden University).
Bilgin, E. (2006). The Effect of Multiple Intelligences based Instruction on Ninth Graders Chemistry Achievement and Attitudes toward Chemistry (Master Thesis, Middle East Technical University).
Bong, M. (1999). Personal factors affecting the generality of academic self-efficacy judgments: Gender, ethnicity, and relative expertise.
The Journal of Experimental Education, 67(4), 315-331. doi:10.1080/00220979909598486
Bong, M., & Skaalvik, E. M. (2003). Academic self-Concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1-40.
Burton, K., Douglas, O., & Reese-Durham, N. (2008). The effects of the multiple intelligence teaching strategy on the academic achievement of eighth grade math students. Journal of Instructional Psychology, 35,182-187.
Chan, D. W. (2005). Assessing Multiple Intelligences of Chinese Gifted Students in Hong Kong: Self-Perceived Abilities, Preferences, and Intelligence-Related Activities. Journal of Secondary Gifted Eduction, 16(2/3), 47.
Chen, T. L. A. (2004). The use of multiple intelligences theory in large computer-assisted EFL classes in Taiwan. In Conference Proceedings of Adult Migrant English Program, Providence University, Taiwan.
Christion, M. A., & Kennedy, D. (2004). Multiple intelligences. Tesol Journal, 6(1), 10-14.
Coleman, K., Pamela, P., Linda, M., Lorraine, P., Rosalie, W., & Sheila, J. (1997). Teaching with multiple intelligence.
El-Embaby, A. (2008). EFL students writing competencies and Determine the effectiveness of multiple intelligences. Retrieved from http://www.foe.zu.edu.eg/Heigher%20studies.htm
Fierros, E., Kornhaber, M.,& Veenema, S. (2004). Multiple intelligences: Best Ideas from research and practice. Boston: Pearson Education, Inc.
Gaines, D. & Lehmann, D. (2002). Improving student performance in reading omprehension Through the Use of Multiple Intelligences.
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Gardner, H. (1995). Reflections on multiple intelligences:Myths and Messages.Phi Delta Kappan,77(3), 200-209.
Gardner, H. (1998/2004). A multiplicity of intelligences: In tribute to professor Luigi Vignolo. Retrieved from http://www.howardgardner.com/Papers/papers.html
Griggs, L., Barney, S., Brown-Sederberg, J., Collins, E., Keith, S., & Iannacci, L. (2009). Varying pedagogy to address student multiple intelligences. Human rchitecture, 7(1), 55-60.
Retrieved from http://search.proquest.com/docview/210172456?accountid=14129
Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy-mathematics task performance correspondence.
Journal for Research in Mathematics Education, 20, 261-273.
Hafner, E. W. (2008). The relationship between math anxiety, math self-efficacy, and achievement among a sample of eighth grade students. Dissertation Abstracts International Section A, 69.
Hajhashemi, K., Akef, K. & Anderson, N. (2012). The Relationship between multiple intelligences and reading proficiency of Iranian EFL Students. World Applied Sciences Journal, 19(10), 1475-1483.
Haley, M. H. (2004). Learner-centered instruction and the theory of multiple intelligences with second language learners. Teacher College Record, 106(1), 163–180. doi:10.1111/j.1467-9620.2004.00326.x
Hamurlu, M. (2007). The effect of instruction based on multiple intelligences theory on the students’ achievements in English and their attitudes towards English at 9th grade at foreign language based high school(Unpublished MA thesis, Gaziantep).
University, Graduate School of Social Sciences, Department of Educational Sciences, Gaziantep: Turkey.
Ikiz, F. & Cakar,F. (2010). The relationship between multiple intelligences and academic achievements of second grade students. GüZ Journal, 2(3), 83-92.
Javanmmard, Y. (2012). On the relationship between multiple intelligences and their performance on vocabulary tests among Iranian EFL Learners. Global Journal of Human Social Science, Linguistics and Education, 12(12), 61-73.
Kiemanesh, A. R., Hejazi, E., & Esfahani, Z. N. (2004). The role of math self-efficacy, math self-concept, perceived usefulness of mathematics and math anxiety in math achievement. Proceedings of the 3rd International Biennial SELF Research Conference. Self-Concept, Motivation and Identity: Where to from here?
Berlin, Germany.
Khosravi, M., & Saidi, M. (2014). Investigating the possible relationship between multiple intelligences and self-efficacy: the case of Iranian EAP instructors. Electronic Journal of Foreign Language Teaching, 11(1), 90-97.
Koura, A. (2005). MI,EFL Achievement and Self-efficacy in Pre-University Classrooms. Egyptian council for curriculum and Instruction. Ain Shams University, Cairo.
Koura, A. A., & Al-Hebaishi, S. M. (2014). The relationship between multiple intelligences, self-efficacy and academic achievement of Saudi Gifted and Regular Intermediate Students. Educational Research International, 3(1), 48-70.
Lin, P. Y. (2006). Multiple intelligences theory and English language teaching. Apamall 2006 Proceedings, 34-46.
Mahasneh, A. M. (2013). The relationship between multiple intelligence and self-efficacy among sample of Hashemite university students. International Journal of Education and Research, 1 (5), 1-12. doi:10.5539/res.v6n4p201
Mahyuddin, R., Elias, H., Cheong, L. S., Muhamad, M. F., Noordin, N., & Abdullah, M. C. (2006). The relationship between students’ self-efficacy and their English language achievement. Jurnal Pendidik dan Pendidikan, 21, 61-71.
McFarlane, D. A. (2011). Multiple Intelligences: The most effective platform for global 21st century educational and instructional methodologies. College Quarterly, 14(2), n2.
Murdock J, E., & Neafsey P. J. (1995). Self-efficacy measurements: An approach for predicting practice outcomes in continuing education? Journal of Continuing Education In Nursing,26(4),158–65.
Ng, D. K. E., & Stillman, G. (2007). Interdisciplinary learning: Development of mathematical confidence, value, and the interconnectedness of mathematics scales. Mathematics: Essential Research, Essential Practice, 2, 533-542.
Olson, C. B., Land, R.(2007).A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English,41(3)
Ormrod, J. E. (2008). Human learning (5th ed.). Upper Saddle River, NJ: Pearson.
Ozdemir, P., Guneysu, S., & Tekkaya, C. (2006). Enhancing learning through multiple intelligences. Journal of Biological Education, 40(2), 74-78.
Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary Educational Psychology, 20, 426–443.
doi:10.1006/ceps.1995.1029
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26(3 & 4), 207-231.
Shore, J. (2001). An investigation of multiple intelligences and self-efficacy in the University English as a secondary language classroom. Unpublished Ed. D Dissertation, George Washington University.
Shore, J. & Robin, J. (2002). An investigation of multiple intelligences and self-efficacy in the University ESL classrooms. 69(9), 36-80.
Silverstein, B. (1999, March 31). Educators urged to examine multiple intelligences. Canadian Jewish News.
Smith, E. (2001). Implications of multiple intelligences theory for second language learning. Post-script, 1(1),32–52.
Sulaiman, T. , Hassan, A. , & Yi, H. (2011). An analysis of teaching styles in primary and secondary school teachers based on the theory of multiple intelligences. Journal of Social Sciences, 7(3),
428-435. doi:10.3844/jssp.2011.428.435 Young, B. E. (2003). Multiple Intelligences learning and equity in middle school mathematics education. (Doctoral dissertation,
Curtin University of echnology).
Zarei, A. A.(2013). Multiple intellidences as predictors of self-efficacy.
International Journal of Language Learning and Applied Linguistics World, 4(1),125-135.

QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top