Have library access?
IP:3.236.116.27
  • Journals

應用決策樹探討中學生學習成就的相關因素

Applying Decision Tree to Investigate High School Students' Learning Achievement Factors

Abstracts


本研究主要的目的在透過分類與迴歸樹(CART)分析方法,探討中學生在不同學習階段的學習成就情形及其相關因素,比較不同學習階段中學生之學習成就相關因素的差異,並進一步建立不同學習階段學習成就高低的分類預測模型。本研究以臺灣教育長期追蹤資料庫(TEPS)為資料來源,採用第一波國中樣本和第三波高中/高職/五專追蹤樣本學生和家長問卷,樣本數為3022人。研究發現:(1)中學生於不同學習階段的學習成就有顯著差異,高中/高職/五專階段的學習成就表現高於國中階段;(2)中學生於不同學習階段的學習成就相關因素是有差異的。國中階段的CART分類模型包括11個變項,涵括了個人、家庭和社會網絡三個因素,高中/高職/五專階段的CART分類模型,包括課程類別和學校公私立別兩個變項,包括了個人和學校兩個因素;(3)中學生於不同學習階段,用來區分學習成就高低的因素有差異。

Parallel abstracts


The purpose of this study was to, through Classification and Regression Trees (CART) analysis, investigate and compare leaning achievements and relevant factors among high school students at different academic levels, and then establish a classification model that can predict different levels of learning achievement with different academic levels of high school students. This longitudinal study utilized the database of Taiwan Education Panel Survey, adopting waveⅠand wave Ⅲ questionnaires filled out by one selected group of students and their parents. The total sample consisted of 3022 students who were in junior high school at waveⅠand followed up when they were senior high school/vocational high school/junior college students at wave Ⅲ. The three major findings of this study are: (a) The learning achievements of high school student at different academic levels were significantly different. The learning achievements of senior high school/vocational high school/junior college students were better than that of junior high school students; (b) The factors related to learning achievement at different academic levels of high school students were different. The CART classification model for junior high school stage included three factors-individual, family, and social network, within which 11 variables emerged. Another model for senior high school/vocational high school/junior college stage included two factors-individual and school, in which were two variables, course type and public or private school; (c) The factors that discriminated levels of learning achievement at different academic levels of high school students varied.

References


許崇憲(2002):家庭背景因素與子女學業成就之關係:臺灣樣本的後設分析。中正教育研究,1(2),25-62。
陳建州、劉正(2003):從多元入學方案談教育機會均等。國立政治大學主辦「2003 年臺灣社會學會年會」宣讀之論文(台北)。
譚光鼎(1992):臺灣地區國中升學狀況之研究─中等教育選擇功能之探討。國立臺灣師範大學教育研究所博士論文。
吳明隆(1998):國小學童家庭結構、學業成就及偏差行為關係之研究。訓育研究,37(4),35-54。
吳逸萱(2006):家庭危機與轉機:以青少年心理健康問題和偏差行為為例。私立靜宜大學青少年兒童福利研究所碩士論文。

Cited by


張雯婷(2015)。父母衝突與青少年不適應行為之關聯性探討:以親子三角關係為中介變項〔碩士論文,中山醫學大學〕。華藝線上圖書館。https://doi.org/10.6834/CSMU.2015.00115
陳禾祥(2013)。探索國中生文化資本與學習成就之關係〔碩士論文,國立屏東科技大學〕。華藝線上圖書館。https://doi.org/10.6346/NPUST.2013.00088
鄭又豪(2015)。工作環境定位系統與Holland職業興趣六角形模式之適配性研究─以臺師大學生為例〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://doi.org/10.6345/NTNU202205479
張芳全、洪筱仙(2019)。澎湖縣國中生未來時間觀、自律學習與學習成就之研究臺北市立大學學報.教育類50(2),1-32。https://doi.org/10.6336/JUTEE.201912_50(2).0001
林正昌、歐陽幸雅、陳李綢(2015)。國中教師工作調適指數之建構:以生活型態分析為基礎教育心理學報46(4),609-629。https://doi.org/10.6251/BEP.20140923

Read-around