基于灰色关联度和协方差的学生成绩实证分析

An Empirical Analysis of Students’ Achievement Based on Grey Correlation Degree and Covariance

摘要: 本文选取了新疆财经大学9个专业的学生在2003年~2016年间的高考数学成绩与本科时期10个学期的线性代数成绩、微积分成绩、概率论成绩进行整理统计，借助MATLAB、Spss进行数据整理，研究探讨高考数学成绩与大学部分数学类代表性课程成绩之间的灰色关联度，发现部分数学类代表性课程与高考数学成绩的关联度很高，再运用方差分析和协方差分析对影响大学数学成绩的各个因素进行了讨论，得出任课教师的教学水平对于大学数学成绩的分析上没有显著差异，而高考数学成绩则对大学数学成绩有显著影响，在此基础上我们分析其形成原因并同时就大学数学学习的特点给出建议。

Abstract: In this paper, the mathematics scores of nine majors students in Xinjiang University of Finance and Economics from 2003 to 2016 and the scores of linear algebra, calculus, probability theory of 10 semesters in the undergraduate period are selected to sort out and statistics and the data are sorted out with the help of MATLAB, SPSS. This paper discusses the grey correlation degree between the mathematics achievement of college entrance examination and the achievement of some representative mathematics courses in university, and finds that some representative mathematics courses have a high correlation degree with the mathematics achievement of college entrance examination. Then, by means of ANOVA and covariance analysis, the author discusses the factors that affect the achievement of college mathematics, and draws the conclusion that the teaching level of the teachers in the course is very important. There is no significant difference in the analysis of college mathematics scores, but the college entrance examination results have a significant impact on the university mathematics scores. On this basis, we analyze the reasons for its formation and give some suggestions on the characteristics of college mathematics learning.