國中生放學後的活動時間與學習成就的關聯之研究

國中生放學後的活動時間之運用，以及課後時間和學習成就之關聯性少有研究，本研究以「國民中學學習狀況之追蹤調查資料庫」的1,587名樣本，分析此問題，獲得結論如下：國中生放學後的國文、英文、數學與自然科補習時間、閱讀課外讀物時間愈多，學生的國文、英文、數學及自然科學習成就愈好。而放學後寫作業時間對國文、英文學習成就沒有明顯影響，但對數學及自然科學習成就有提升效果；在看漫畫及看電視（包括看影片、聽音樂）時間對國文、英文、數學及自然科學習成就沒有顯著影響。值得注意的是，學生放學後的線上遊戲及和朋友聊天時間愈多，國文、英文、數學及自然科學習成就愈低，尤其對英文學習成就的影響最大。本研究特色在於找出國中生放學後的活動與投入時間對學習成就的影響，這可以提供學生放學後的時間規劃。針對結論進行討論，提出具體建議。

關鍵字

國中生；放學後的活動時間；學習成就

並列摘要

There were few studies on the use of after-school activity time and the relationship between after-school time and learning achievement of junior high school students. This study employed a sample of 1,587 people from the "Database of Tracking Survey of Junior High School Learning Status" to obtained the following conclusions: The more time junior high school students spent after school in Chinese, English, mathematics and natural subjects, and the more time they spent reading extra-curricular books, the better their academic achievement in Chinese, English, mathematics and natural subjects. The time when junior high school students did homework in various subjects after school had no significant impact on their academic achievement in Chinese and English, but had an effect on improving their academic achievement in mathematics and natural sciences. The time spent reading comics and watching TV (including watching videos and listening to music) after school had no significant impact on the academic achievement of Chinese, English, mathematics and natural subjects. It was worth noting that the more time you spent playing games online and chatting with friends after school, the lower their academic achievement in Chinese, English, mathematics and science, especially had the greatest impact on English learning achievement. The feature of this study was to find out the influence of after-school activities and investment time on academic achievement of junior high school students, which can provide students with time planning after school. Discussed the conclusions and made specific recommendations.

並列關鍵字

activity time after school ； junior high school students ； learning achievement

參考文獻

Ah-Ram, K., Lee, S., & Ji-Hyuk, P. (2022). An analysis of the factors affecting children and adolescent lifestyle in south Korea: A cross-sectional study with KCYPS 2018. PLoS One, 17(2). https://doi.org/10.1371/journal.pone.0263923

Erdogdu, F. (2022). ICT, learning environment and student characteristics as potential cross-country predictors of academic achievement. Education and Information Technologies, 27(5), 7135‒7159. https://doi.org/10.1007/s10639-021-10848-x

Jensen, E. O., & Skott, C. K. (2022). How can the use of digital games in mathematics education promote students’ mathematical reasoning? A qualitative systematic review. Digital Experiences in Mathematics Education, 8(2), 183‒212. https://doi.org/10.1007/s40751-022-00100-7

Killian, M., & Hofferth, S. L. (2022). A comparative time-diary analysis of UK and US Children’s screen time and device use. Child Indicators Research, 15(3), 795‒818. https://doi.org/10.1007/s12187-021-09884-3

Kwak, Y., Kim, H., & Jung-Won, A. (2022). Impact of internet usage time on mental health in adolescents: Using the 14th Korea youth risk behavior web-based survey 2018. PLoS One, 17(3). https://doi.org/10.1371/journal.pone.0264948

主題瀏覽