Bibliographic Details
| Title: |
微積分學習低成就的影響因素 與改善教學之研究. |
| Alternate Title: |
A Study of Factors Contributing to Low Achievement in Calculus Learning and Instructional Improvement. |
| Authors: |
張子貴1 tzu@gms.ndhu.edu.tw |
| Source: |
Journal of Educational & Multicultural Research. May2026, Issue 33, p89-131. 43p. |
| Subject Terms: |
*Calculus education, *Learning problems, *Learning strategies, *Academic achievement, *Flipped classrooms, *Problem solving, *Student engagement, *School improvement programs |
| Abstract (English): |
This study aimed to explore the factors contributing to college students' low achievement in calculus learning, and to examine whether the application of a flipped classroom approach could help overcome the documented learning difficulties and improve students' learning outcomes. The subjects of this qualitative study were 54 students from 14 different university departments, who retook a calculus course. A flipped classroom approach was implemented over one semester. Data were collected through learning questionnaires, interview records, teaching observations, and student learning feedback. The findings were as follows: (1) The major factors contributing to low achievement in calculus could be categorized into three dimensions: (i) Passive learning attitudes characterized by erroneous learning beliefs; (ii) Ineffective learning strategies, including limited engagement in problem-solving, inadequate help-seeking behaviors, poor time management, and inappropriate learning methods; and (iii) Learning difficulties, such as difficulty solving problems independently, difficulty understanding classroom instruction, and insufficient mathematical foundations. (2) The primary cause of low achievement in calculus learning is learning difficulties resulting from the interaction between erroneous learning beliefs and inefficient learning strategies. (3) The flipped classroom helped students with low achievement in calculus toreconstruct effective learning strategies, overcome learning difficulties, and improve learning outcomes, as reflected in more positive learning attitudes, increased preparation before class, greater engagement in problem-solving, more active help-seeking behaviors, improved understanding of instructional content, and a greater ability to solve problems independently. (4) The flipped classroom effectively improves the learning outcomes of lowachieving students in calculus by providing instructional videos, implementing in-class quizzes, reviewing key instructional content, offering guided problem-solving practice, and reconstructing students' learning strategies. [ABSTRACT FROM AUTHOR] |
| Abstract (Chinese): |
本研究旨在探討影響大學生微積分學習低成就的因素, 並探討將 翻轉教室的教學模式應用於微積分課程對改善低成就學生的學習成 效。本研究採用質性研究法, 以54位來自校內14個不同院系重修微積 分的學生為研究樣本, 實施一學期翻轉教室的教學活動, 並透過學習 問卷、訪談紀錄、教學觀察、學習回饋等工具來蒐集研究資料。研究 結果發現: 一、影響大學生微積分學習低成就的主要因素可歸納為三 類: （一）學習態度消極: 學習認知不正確;（二）學習策略不當: 缺 乏主動解題與求助行為、學習投入不足、時間管理與學習方法不佳; （三）學習困難: 自行解題有困難、聽不懂課堂上教師的講解、中小 學數學基礎不足;二、微積分學習低成就的主要成因是錯誤學習認知 與低效學習策略的交互作用導致學習困境;三、翻轉教室教學能幫助 微積分學習低成就學生重建有效學習策略、克服學習困難、改善學習 成效, 具體表現包括: 學習態度變得積極主動、課前會先預習、不缺 課、能動手思考解題、會主動尋求協助、能理解教師的講解與教材內 容、有能力自行解題等;四、翻轉教室教學透過提供教學影片、實施 隨堂測驗、複習教材重點、課堂指導解題實作與重建學習策略, 有效 改善微積分學習低成就學生的學習成效。. [ABSTRACT FROM AUTHOR] |
|
Copyright of Journal of Educational & Multicultural Research is the property of National Dong Hwa University, Hua-Shih College of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
