學校績效責任與中學生科學學業成就關係之探究:以臺、日、港、南 韓之PISA 2006資料庫為例

A study on the relationship between school accountability and middle school students’science achievement: An analysis on PISA 2006 data of Taiwan, Japan, Hong Kong and South Korea

關維儁(Wei-Chun kuan)

指導教授 ： 江芳盛 ； 李懿芳

國立暨南國際大學/教育學院/國際文教與比較教育學系/碩士(2013年)

摘要

教育績效責任乃是教育機構及學校行政人員、教師和家長，共同負起學生學習成敗的責任，以促進學校教育的發展與改進。歐美國家早在1970年代即開始提倡教育績效責任的概念，而我國在大力倡導教育鬆綁和權力下放之際，為了確保教育品質和學生成就，加強教育績效責任的研究實屬重要議題。
本研究期盼藉此了解四個亞洲國家（地區）之績效責任與學生科學成就的相關性，提供我國教育因應全球發展制定適宜的政策。研究目的為瞭解四個國家學校績效責任各項指標之情況、分析與比較學校對於績效責任的重視程度與學生成就的關係，以及學校績效責任對學生成就的影響，是否因為學生個人背景的不同而有差異。
研究採取 PISA 2006 學校問卷中與績效責任相關題目為自變項、學生問卷中有關個人家庭社經背景為調節變項（moderating variabe），及學生科學成就為依變項，透過 SPSS進行描述性統計、積差相關等分析。經過PISA調查發現，亞洲四國學校（臺灣、日本、香港和南韓）之受訪者對於衡量學校績效責任指標的重要性認知不盡相同；由四國績效責任與學生科學成就相關分析可知，除香港之外，其餘三國在結果上較為一致；四個國家（地區）家庭社經背景、績效責任對科學成就差異的交互作用影響不大。參照本研究發現，提出建議供家長、政策制訂等相關人員參考，藉由省思績效責任指標的意涵，期盼更能重視社經背景對學生科學成就的影響。

關鍵詞：教育績效責任;科學成就

關鍵字

教育績效責任 ； 科學成就

並列摘要

Educational accountability depends on how school administrators, teachers, and parents fulfill their roles to advance the development of educational institution. In 1970s, Europe and America began promoting the concept of educational accountability. As our nation endeavors to advocate relaxation of educational rules and decentralization of ruling power, enhancing educational accountability became a significant issue to ensure educational quality and student achievement.
The study aims to explore the relationship between educational accountability and student achievement in four Asian countries so as to create a national educational policy gauging to the global development. The goal of the study is to understand the condition of various indicators of school accountability in four countries, analyze and compare the degree of importance school lays on educational accountability and its relationship to student achievement, and the correlation between the impact of school accountability on student achievement and the individual background of each student.
The independent variable of the study is the relevant subjects on accountability in PISA 2006 school questionnaire. The moderating variable is the social and economic background of individual family in student questionnaire. The dependent variable is the student scientific achievement. Via SPSS, analysis of descriptive statistics and accumulated error will be conducted. According to the PISA survey, how school accountability should be gauged in schools of four Asian countries varies according to how interviewee recognizes the significance of the issue.
From the relevant analyses on accountability in four countries and student scientific achievement, we realize three nations come up with similar conclusions except Hong Kong. The influence of mutual effects is not considerable between family social and economic background, accountability and scientific achievement. The discovery of the study is to provide reference for parents, policy-makers and other people pertaining to it. By probing the meaning of indicators of accountability, it is expected that the influence of social, economic background to student scientific achievement can be more emphasized.

Key Words：educational accountability;science achievement

並列關鍵字

educational accountability ； science achievement

參考文獻

巫有鎰(1999)。影響國小學生學業成就的因果機制：以台北市和台東縣作比較。教育研究集刊，43，213-242。

謝孟穎(2003)。家長社經背景與學生學業成就關聯性之研究。教育研究集刊，49(2)，255-287。

一、中文部分

石培欣 (2000) 。國民中學學生家庭環境、同儕關係與學業成就之相關研究。國立高雄師範大學教育學系碩士論文，未出版，高雄市。

江芳盛、李懿芳（2009）。國際學生評量計畫（PISA）試題特色分析及其對我國教育之啟示。教育資料與研究雙月刊，87，27-50。