本論文的目的欲探討家庭社經地位、學校背景、課後活動與數學學習成就之關係。以TIMSS 2011的數學成就測驗與學生問卷、學校問卷、家長問卷調查結果作為研究分析的資料，以台灣小學四年級4284位學生為研究對象，運用描述統計、獨立樣本T檢定、單因子變異數分析、相關分析、迴歸分析等統計方法進行分析。本論文所得結論如下：(1)家庭社經地位與數學成就有顯著正向之關係；(2)不同學校背景之學生數學成就有顯著之差異；(3)不同課後活動參與情形之學生其數學成就有顯著之差異。 The purpose of this thesis is to explore the correlation between such factors as family socioeconomic status, school background, after-school activities and mathematics learning achievement. This thesis adopted TIMSS 2011 mathematics achievement test, questionnaire survey special for students, questionnaire survey for parents as the study tool. The results were used for data analysis. The study subjects were 4,284 4th grade elementary school students in Taiwan. The data were analyzed with descriptive statistics, independent sample test, One-way ANOVA, correlation analysis, regression analysis. The conclusions are as follows: (1) family socioeconomic status and mathematics learning achievement have significant positive correlation; (2) school background and mathematical achievement have a significant positive correlation; (3) after-school activities has influences on mathematics learning achievement.
