本研究主要目的欲了解單一性別學校與普通男女合班學校之國中學生數學學習關係。樣本為南部某縣市的男性與女性的單一性別及普通男女合班上課的三所公立國中，探討不同型態學校的學生與其數學成就、態度、學習之差異情形。研究樣本數為534人，使用問卷量表與數學測驗收集資料。主要研究結果如下：(1)男性國中數學成就顯著高於普通國中與女性國中學生；(2)男性國中數學態度顯著高於普通國中與女性國中學生；(3)學生數學補習行為、與同儕討論數學、喜歡國中數學、及與母親討論數學功課，皆與學生就讀學校之型態顯著相關。

The purpose of this study investigated the relationships of school types and students’ mathematics learning from three public junior high schools. The 534 students in this study were from two single-sex and one coeducational schools. This study collected data of students’ mathematics score, mathematics attitudes, and mathematics learning behavior. The results revealed that students’ mathematics scores in the male single-sex school were significantly higher than students from the other two schools. Second, Students’ attitudes for mathematics in the male single-sex school were also significantly higher than students from the other two schools. Third, students’ behaviors for mathematics learning were related to their own school types.