校園安全觀感對學生學習成就之影響： 以TIMSS 2003資料庫為例

Eighth grade Students’ perception on School Safety and Their Educational Achievement: A Comparative Study Using TIMSS 2003 Data

蔡佳燕(Chia-Yen Tsai)

指導教授 ： 江芳盛

國立暨南國際大學/教育學院/比較教育學系/碩士(2007年)

https://doi.org/10.6837/NCNU.2007.00136

摘要

本研究根據有關學校效能之理論，探討學生的校園安全觀感對學習成就的影響。首先，分析台灣、香港、日本、韓國和新加坡等亞洲五個國家或地區的校園安全問題，以及學生的校園安全觀感現況，進一步從校園安全的問題中了解學生學習成就的差異性；再者，由於學習成就受到個人和家庭相關資源的影響甚鉅，因此進一步檢驗個人和家庭等相關背景變項與學生學習成就的相關性；最後，再將個人和家庭資源變項加以控制後，分析校園安全觀感對學生學習成就的影響。
本研究資料來源取自國際教育成就調查委員會(IEA)2003年「數學和科學教育成就趨勢調查(TIMSS)」資料庫，運用次數分配、均數分析、單因子變異數分析和迴歸分析等統計分析方法，對本研究所提出的研究問題加以檢驗。研究結果發現：(1)就五個國家或地區整體而言，校園安全中最常見的問題為「嘲弄」；最少見的問題為「排擠」。(2)整體而言，校園安全問題的發生與否，在學生的學習成就上有差異存在，未遭受過問題行為的學生，其學習成就高於曾遭受過問題行為的學生。(3)家庭教育資源、自我教育期望與學生之學習成就有正相關，家長教育程度越高，學生的學習成就越高；家中藏書量越豐富，學生的學習成就越高；自我教育期望越高，學習成就亦越高。(4)台灣、香港、日本和新加坡學生的校園安全觀感對學習成就具有影響力，且學生對學校感到越安全，其學習成就越高。(5)台灣、香港、日本和新加坡對學生學習成就的影響力多寡依序為自我教育期望、家中藏書量、家長教育程度和校園安全觀感。
最後，根據研究結果提出具體建議，以提供教師、教育相關單位和未來研究者，作為教學、學校管理和研究之參考。

關鍵字

校園安全,學習成就,TIMSS

並列摘要

This study, based on the theory of school effectiveness, explores eighth grade students’ perception on school safety and their learning achievement. First, it describes various dimensions of school safety in Taiwan, Hong Kong, Japan, South Korea and Singapore, and then examines the extent to which students’ learning achievement being affected by school safety. Second, because students’ learning achievement is influenced by their personal motivation and family resources, therefore the correlation between achievement and students’ educational expectation, and the correlations between achievement and family resources are checked. Finally, after controlling for variables of educational expectation and family resources, this study examines how students’ perception of school safety influences their learning achievement in these five Asian countries/areas.
Data of this study are taken from Trends in International Mathematics and Science Study of 2003 (TIMSS 2003), which are made available by the International Association for the Evaluation of Education Achievement (IEA). Statistical methods used include frequency distribution, means analysis, analysis of variance (ANOVA) and multiple regression analysis. Results show that: (1) In these five countries/areas, “jeering” is the most common and “exclusiveness” is the least on average; (2) Generally speaking, in these five countries/areas any dimension of school safety will affect students’ learning achievement. Students who were not bothered by any of these problems have higher learning achievement than those who were. (3) There is a positive correlation between family resources and students’ learning achievement; and a positive correlation between students’ educational expectation and their learning achievement as well. (4) Students’ perception on school safety has an influence on their learning achievement in Taiwan, Hong Kong, Japan and Singapore. Students rated school safety higher tend to have higher learning achievement, after controlling for their parent’s educational level, family resources, and educational expectation of themselves. (5) In Taiwan, Hong Kong, Japan, and Singapore, to estimate learning achievement, the most important factor is educational expectation, followed by the stock of books in family, parents’ educational level. Students’ perception of school safety is ranked as the least.
Finally, based on these results, this study offers its recommendations for school teachers, educational administrators and researchers.

並列關鍵字

school safety, learning achievement, TIMSS

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