[[alternative]]A Study on the Efficacy of Implementing Remedial Instruction to the Mathematics Underachievers in Junior High School

[[abstract]] 本研究旨在探討對國中數學低成就學生實施數學補救教學課程後，在數學的學習成就與學習態度上有何轉變，以及影響他們學習成效的因素為何。本研究採用行動研究法，以研究者所任教的十位國中二年級數學低成就學生為研究對象，實施為期十八週，每週兩堂，每堂四十五分鐘，共計三十六堂課的數學補救教學課程。本研究透過參與觀察、訪談與蒐集補救教學現場相關資料等方式進行資料的整理與分析，以探究數學低成就學生的學習成就與學習態度之轉變情形，以及影響他們學習成效的主要因素。 本研究的主要發現歸納如下：一、數學低成就學生在參加數學補救教學後，對於促進學習數學的興趣與提升學習的自信心都有顯著地提高；在學習態度與課堂參與度上亦有正向改變的現象；他們的數學學習成就也都有穩定的進步當中。二、適切的教材與善用不同的教學方法可提升學生的學習成效。.三、教師的個人特質、教學時數的長短、班上的學習風氣、學生的個人因素，與學生背後的家庭因素都會影響學生的學習成效。四、教師只要能運用適當的教學策略，讓學生產生積極的學習動機，進而有想要學習好數學的意願，那麼其學習成效的提升是會比其他方式都還要來得快速且持久的。 最後根據研究結果與發現，分別對學校數學教師、學校行政與未來研究提出具體的建議，以作為日後數學教育改革與未來數學補救教學研究之參考。[[abstract]] This study aims to investigate both learning achievement and attitude of the mathematics underachieving students in junior high school after they were administered with math remedial instruction; additionally, the factors affecting their learning efficacy are also discovered. Through action research method, the subjects the researcher took are 10 second-graders he taught at a junior high. Every subject took 36 45-minute sessions of math remedial instruction for 18 weeks with a frequency of two times a week. With a view to exploring the changes that math underachievers made on learning achievement and attitude, as well as the factors impacting their learning efficacy, this research organized and analyzed the relevant on-site remedial instruction datum by participating observation, interview, and data collecting methods. The following are the findings the study summarized:1. After taking the math remedial instruction, an apparent upward trend that promotes both math learning interest and confidence was shown, also increased were underachievers’ class participation and learning attitude. They meanwhile made steady progress in math learning achievement.2. Adequate course materials, proper usage of diversified pedagogies are conducive to students’ learning efficacy.3. Factors such as teachers’ qualities, the length of overall teaching hours, learning climate in the class, students’ individualities, and students’ family-related factors are influential to students’ learning efficacy.4. With adequate pedagogies, students can actually be motivated by teachers to build an inclination for learning math. By doing so, students are prone to make long-lasting progress within a shorter period of time. Based on the study results and findings, concrete suggestions are separately contributed to school math teachers, school administrative system, and future studies. In the hope this study can serve as reference bases for future math education reform and remedial instruction