การวิเคราะห์พหุระดับปัจจัยที่มีอิทธิพลต่อการรู้เรื่องคณิตศาสตร์ของนักเรียนชั้น มัธยมศึกษาปีที่ 3

Abstract

This research aimed to studied estimated size of factors that influenced of the student level and classroom level factors influencing the mathematical literacy of grade 9 students. The sampling group are grade 9 students in Chiang Mai, which were under the supervisions of the Chiang Mai Primary Educational Service Area Offices 1 – 6 and the Secondary Educational Service Area Office 34 (Chiang Mai), were 1,540 grade 9 students from 50 schools in Chiang Mai. All of sampling obtained using the multistage random sampling technique. The research instruments that are used in the study 1) a 30-item mathematical literacy test 2) a 20-item basic knowledge test, and 3) a 70-item questionnaire on multi-level factors influencing students’ mathematical literacy with reliability 0.790, 0.820, and 0.878, respectively. The data was analyzed using descriptive statistics and multilevel path analysis to explore factors that influenced the students’ mathematical literacy. The results of the study were as follows: The model of the multi-level factors influencing the mathematical literacy of grade 9 students the student level variables and classroom level variable showed construct validity congruence with the empirical data, which were in accordance with the researcher's established hypothesis. They were considered from indies used for checking the validity of the model: X2 = 3.325, df = 3X2/df = 1.108, p-value= 0.3438, CFI = 1.000, TLI = 0.999, RMSEA = 0.008, SRMR-Within = 0.011, SRME-Between = 0.000. The results of a study on factors influencing the mathematical literacy of grade 9 students in Chiang Mai, were as followed: 1) At the student level, the factors that have positive direct effects toward the students’ mathematical literacy were the prior knowledge (B= 0.509**), the attitude toward Mathematics (B = 0.145**), and the attention paid in class (B = 0.055**) while self-concept of mathematics had a negative direct effect. At the classroom level, the factors with the highest positive direct effects were the teachers’ teaching quality (B = 0.296 **) and the interaction between the teachers and the students (B = 0.244* ) while the classroom’s atmosphere had no effect. 2) At the student level, the factors that have the highest indirect effects were the attitude toward Mathematics, (B = 0.145**), achievement motivation (B = 0.098**), and self-concept (B = 0.008* ), respectively. At the classroom level, no factor had an indirect effect on the students’ mathematical literacy. However, all five student-level factors together could explain 33.30% of variance in the students’ mathematical literacy while the three classroom-level factors could only explain 19.40%.