班級族群組成對學生學業成績的影響

The Effects of Classroom Ethnic Composition on Students' Academic Achievement

林俊瑩(Chunn-Ying Lin)

《臺北市立教育大學學報. 教育類》 43卷1期 (2012/05) Pp. 93-119

https://doi.org/10.6336/JUTe/2012.43(1)4

摘要

過去的美國研究發現：黑人學生被隔離在黑人占多數的學校受教對其學業成績不利。但最近的研究指出，黑人學生在黑人占多數的學校求學，受教於黑人教師反而有利於其學習。而在臺灣地區，原住民學生與同部落的學生一起受教時，學業成績較佳？還是與漢人融合在同一教室時，學業成績較佳？由漢人老師教，成績較佳？還是由原住民老師教，成績較佳？這些重要問題的回答，不但有學術理論的價值，更可做為未來教育決策的重要參考，但在臺灣可以解答這些問題的研究卻相當缺乏。因此，本研究以2005年臺東地區的國二學生調查資料，並且運用階層線性模式（HLM）來分析原漢師生族群配對、班級原住民學生比率是否對學業成績有所影響。分析結果發現：師生族群配對情形對學業成績並沒有顯著影響；不過，班級原住民學生比率越高，會越不利於學業成績。進一步的分析發現：班級原住民學生比率越高，對原住民學生之成績沒有影響，但卻對漢人學生之學業成績有不利影響。

關鍵字

族群混合 ； 階層線性模式 ； 學業成績 ； 原住民學生 ； 漢人學生

並列摘要

Previous US studies have found that learning in a predominantly black school is disadvantageous to black students' academic achievement. However, a recent study proposed that black students would exhibit better academic achievement in a predominantly black school and when also instructed by black teachers. In Taiwan, do aboriginal students perform academically better when studying in a class composed of entirely students of the same ethnicity or in an integrated class? Do they perform academically better when instructed by aboriginal teachers or non-aboriginal teachers? Answers to these important questions are academically valuable and can be a valuable reference for future educational decisions, but they are seldom discussed in domestic studies. In this paper a survey was conducted on second-year junior high school students in Taitung in 2005. Hierarchical linear modeling (HLM) was applied to test the effects of different ethnic compositions on students' academic achievement. Results showed that students' academic achievement was not significantly affected by classroom ethnic mix of teachers and students, but higher ratios of aboriginal students in a class would be more academically disadvantageous to students in that class. Further analysis indicated that high ratios of aboriginal students in a class would not be influential to the academic achievement of aboriginal students but disadvantageous to the academic achievement of non-aboriginal students in the class.

並列關鍵字

classroom ethnic composition ； hierarchical linear modeling (HLM) ； academic achievement ； aboriginal students ； non-aboriginal students

參考文獻

林俊瑩、吳裕益(2007)。家庭因素、學校因素對學生學業成就的影響：階層線性模式的分析。教育研究集刊。53(4)，107-144。

黃毅志(2003)。臺灣地區新職業聲望與社經地位量表」之建構與評估：社會科學與教育社會學研究本土化。教育研究集刊。49(4)，1-31。

李鴻章(2010)。臺東縣中小學學生數學學業成績之馬太效應。臺北市立教育大學學報。41(1)，35-60。

林俊瑩(2009)。到底是學生好？還是學校行？校際間學生學業成就差異表現之影響機制。臺東大學教育學報。20(2)，1-30。

行政院主計處（2005a）。臺灣地區家庭收支調查。取自： http://fies2.tpg.gov.tw/doc/result/94/212/13-36.xls