東南亞四國十年級學生PISA科學學業成就之有效能學校模式影響因素階層線性模式分析

Hierarchical Linear Modeling Analysis on the Impact of Effective School Model Factors on Tenth-Grade Students’ PISA Science Academic Achievement in Four Southeast Asian Countries

鄭光榮(Quang-Vinh Trinh)

指導教授 ： 翁福元

國立暨南國際大學/教育學院/教育政策與行政學系/博士(2018年)

摘要

本論文主要目的在探索有效能學校的特點，並嘗試藉由印尼、新加坡、泰國與越南四個東南亞國家學生在『國際學生能力評量計劃』（PISA）的表現建立有效能學校模式。本論文的研究問題有四：（1）東南亞四國學生科學學業成就如何？（2）在印尼、新加坡、泰國與越南的有效能學校模式之階層線性模式是什麼？（3）在印尼、新加坡、泰國與越南，哪些有效能學校模式之階層線性模式中的學生層面與學校層面因素能夠顯著地解釋學生科學學業成就？與（4）東南亞四國有效能學校模式之階層線性模式中的學生層面與學校層面因素之間有沒有顯著差異？為了解答這四個研究問題，本論文採用『資料採礦』的方法，對2015年的PISA 的測驗資料進行整理分析。本論文所採取的樣本總數是26,703位學生與874所學校。學生的年齡從15歲3個月到16歲2個月。這些樣本包括東南亞四個國家的印尼、新加坡、泰國與越南。
本論文對上述東南亞四國十年級學生在PISA的科學學業成就進行了全面的探究與分析，加上相關文獻的探討，以及採用階層線性模式的統計方法，推導了有效能學校的理論模式。同時，也據以討論有效能學校理論模式是否能有效預測學生科學學業成就。此外，本論文也進一步透過階層線性模式檢驗了東南亞四國學生層面與學校層面的背景因素在有效能學校模式與影響學生科學學業成就的相關。最後，本論文從階層線性模式中比較東南亞四國的有效能學校模式影響學生科學學業成就之相似的及相異的因素。
本論文的主要結論如下：
1、新加坡學生的科學學業成就最高，其次是越南，泰國和印尼。泰國，印尼跟越南的學生科學學業成就分布，呈現左偏的現象，只有新加坡偏向右邊。泰國跟新加坡的學生科學學業成就分布低於峰度。東南亞四國不同性別學生的科學學業成就有顯著差異。此外，東南亞四國不同性別學生的科學學業成就跟父母教育程度之間有顯著差異。
2、印尼6個學生層面因素、新加坡11個學生層面因素、泰國10個學生層面因素、以及越南7個學生層面因素與學生的科學學業成就有顯著相關。
3、除了印尼之外，新加坡5個因素（科學教學和學習實踐、科學自我效能、學習科學的時間、歸屬感與學生、和影響學校氣氛的學生相關因素），泰國6個因素（教師在科學課上的支持、科學活動、影響學校氣氛的學生相關因素、教師參與、課程責任、和資源責任），越南4個因素（科學自我效能、感知的反饋、科學課程中的上課規矩、和影響學校氣氛的學生相關因素）包含在各國有效能學校模式的階層線性模式。
4、在新加坡和越南，科學自我效能與學生的科學學業成就有顯著相關。而在新加坡、泰國和越南，影響學校氣氛的學生相關因素也和學生的科學學業成就有顯著相關。只有在新加坡探究式的科學教學和學習實踐、學習科學的時間、和歸屬感與學生的科學學業成就有顯著相關。只有在泰國教師在科學課上的支持、科學活動、教師參與、課程責任、和資源責任與學生的科學學業成就有顯著相關。只有在越南感知的反饋、和科學課程中的上課規矩與學生的科學學業成就有顯著相關。
基於這些結論，本論文提出了對這四個東南亞國家的校長以及政府如何藉由有效能學校模式，以提高教育品質的建議。

關鍵字

階層線性模式 ； 有效能學校模式 ； 國際學生能力評量計劃(PISA) ； 科學學業成就 ； 東南亞國家

並列摘要

The main purpose of this study is to explore the characteristics of the effective school and establish Effective School Model (ESM) in the Programme for International Student Assessment (PISA) performance by students from four Southeast Asian countries including Indonesia, Singapore, Thailand, and Vietnam. There are four research questions in this study: (1) How is the students’ science academic achievement in four Southeast Asian countries? (2) What is a hierarchical linear modeling of Effective School Model in Indonesia, Singapore, Thailand, and Vietnam? (3) Which the student-level and school-level factors in the hierarchical linear modeling of Effective School Model could significantly explain the students’ science academic achievement in Indonesia, Singapore, Thailand, and Vietnam? and (4) Are there significant differences between the student-level and school-level factors in the hierarchical linear modeling of Effective School Model among four Southeast Asian countries? To answer these four research questions in the study, it uses data mining methodology to explore the PISA 2015 database. The total number of samples is 26,703 students, ranging from 15.3 to 16.2 year-olds and 874 schools from four Southeast Asian countries, including Indonesia, Singapore, Thailand, and Vietnam.
This study conducts a comprehensive investigation and analysis of the tenth-grade students’ PISA science academic achievement in four Southeast Asian countries mentioned above. With the discussion of relevant literature and the method of hierarchical linear modeling analysis, the theoretical model of effective school is deduced. Besides, it also discusses the theoretical model of effective school can effectively predict the students’ science academic achievement. Through the HLM of ESM, the study further examines the relationship between student-level and school-level factors in four Southeast Asian countries impacting the students’ science academic achievement. Finally, it compares the similarities and dissimilarities of the factors in the HLM of ESM in four Southeast Asian countries.
Major conclusions of the study are as follows:
1. Singapore students had the highest science academic achievement, followed by Vietnam, Thailand, and Indonesia. Thailand, Indonesia, and Vietnam had the distribution of the students’ science academic achievement skewed to the left, only Singapore skewed to the right. Thailand and Singapore had the distribution of the students’ science academic achievement lower than the peakedness. There were significant differences between female and male students on science academic achievement in four Southeast Asian countries. There were significant differences in gender and parents’ educational level on the students’ science academic achievement in four Southeast Asian countries.
2. 6 student-level factors in Indonesia, 11 student-level factors in Singapore, 10 student-level factors in Thailand, and 7 student-level factors in Vietnam correlated with the students’ science academic achievement.
3. No factor in Indonesia, 5 factors in Singapore (inquiry-based science teaching and learning practices, science self-efficacy, learning time for science, sense of belonging, and student-related factors affecting school climate), 6 factors in Thailand (teacher support in science classes, science activities, student-related factors affecting school climate, teachers participation, responsibility for curriculum, and responsibility for resources), 4 factors in Vietnam (science self-efficacy, perceived feedback, disciplinary climate in science classes, and student-related factors affecting school climate) included in the HLM of ESM of each respective country;
4. Science self-efficacy simultaneously had a significant correlation with the students’ science academic achievement in Singapore and Vietnam; student-related factors affecting school climate simultaneously had a significant correlation with the students’ science academic achievement in Singapore, Thailand, and Vietnam. Inquiry-based science teaching and learning practices, learning time for science, and sense of belonging had a significant correlation with the students’ science academic achievement only in Singapore; teacher support in science classes, science activities, teachers participation, responsibility for curriculum, and responsibility for resources had a significant correlation with the students’ science academic achievement only in Thailand; perceived feedback and disciplinary climate in science classes had a significant correlation with the students’ science academic achievement only in Vietnam.
Based on these conclusions, the study proposes helpful recommendations for principals as well as governments of these four countries can use the effective school model to improve educational quality.

並列關鍵字

Hierarchical linear modeling (HLM) ； Effective School Model (ESM) ； Programme for International Student Assessment (PISA) ； science academic achievement ； Southeast Asian countries

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