國中教育會考國文成績延遞至高中職階段之學習成效研究

本研究之目的在探討國中教育會考國文成績與高中職階段新生入學後第一學期期中、期末兩次國文大考的關連，以了解國文科的學習延遞成效。研究對象為10年級生共316名。經由SPSS統計結果：獨立樣本ｔ檢定，呈現女學生入學後期末考分數顯著高於男學生。單因子變異數分析、Pearson相關分析、迴歸分析，均顯示國文會考級數對期中考分數及期末考分數是有顯著差異，且會考級數成績愈高分者，其入學後期中、期末考試成績分數亦是高於低分組別。顯示女性在高中職階段的國文科學習成果與國中是密切相關的，和陳超（2007）的研究結果不同。但間接證實黃智瑋（2021）的研究，女性在可掌控的課程範圍中，測驗結果表現相對穩定。既然會考成績參考性極高，建議高中職端可以在新生入學前，針對國文成績落後的學生進行補救教學，讓他們能順利啣接未來的10--12年級課程。

關鍵字

國文；國中教育會考；高中職；學習成效

並列摘要

This study aims at discussing the connection between Chinese test results of Comprehensive Assessment Program (CAP) for Junior High School Students and those of mid-term and final in the first semester of five-year college freshmen (10th graders) to understand the learning effect on the Chinese. The study participants are 316 freshmen of the senior high school. Independent Sample t-test shows that female students' final test scores are significant higher than male students'; On-way ANOVA, Pearson Correlation, and Regression Analysis all present obvious differences between Chinese test result levels of CAP and the test results of mid-term and final, and the higher scores in CAP, the higher test scores in mid-term and final comparing to low-score levels of CAP. It shows significant correlation between female students' Chinese learning effect in senior high school and that in junior high school, which is different from the study result of Chao Chen (2007); it indirectly proves the study of Zai-Wei Huang (2021) that females present relatively stable test results within controllable curricular scope. Since the results of CAP have rather high reference value, the suggestion is that senior high schools offer remedial teaching to those of low scores of Chinese test students before the enrollment, which benefits their school of achievement in Grade 10 to 12.