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Research Proposal Upload
1. 背景
往往面對測驗、考試時未能完全發揮,部份學生稱忘記相關公式和步驟 (forgetting);到最後
期終考試前夕,又會把學期初所學的課題忘記了,經常又要再一次重溫 (restudy);縱然老師
和學生所付出的時間不少,但是出來的成績表現又不會太理想,以致對學習數學的自我效能
感 (self-efficacy) 較弱。
相關的數學成績會否影響學生的自我效能感 (self-efficacy)。
2. 研究計劃的簡介
次的小測,將會控制測驗次數、測驗時距和內容
控制組別: 另一班按照傳統的講課技巧和策略,一個學期只有三次小測,一次小
測只有一個課題
法分析問卷中的自我效能感,了解與數學成績間的關係
總結: 由研究結果作出總結
3. 參考文獻
Roediger, H.L. & Karpicke, J.D. (in press). Intricacies of spaced retrieval: A resolution. In A.S.
Benjamin (Ed.), Successful remembering and successful forgetting: Essays in honor of Robert
A. Bjork. NY: Psychology Press.
Delaney, P.F., Verkoeijen, P.P.J.L., & Spirgel, A. (2010). Spacing and testing effects: A deeply
critical, lengthy, and at times discursive review of the literature. Psychology of Learning and
Motivation, 53, 63-147.
Yue, X.D. (1996). Test anxiety and self-efficacy: Levels and relationship among secondary
school students in Hong Kong. Psychologia, 39, 193-202.
C. Sharp, H. Coltharp, D. Hurford, & A. Cole. (2000). Increasing Mathematical Problem-
Solving Performance through Relaxation Training. Mathematics Education Research Journal,
Vol. 12, No. 1, 53-61.
D. Siegle, D. B. McCoach. (2007). Increasing Student Mathematics Self-Efficacy Through
Teacher Training. Journal of Advanced Academics, Vol. 18, No. 2, 278-312.