Have library access?
IP:44.211.26.178
  • Journals

不同類型暑假活動對學習成長之潛在影響-TEPS之縱貫資料分析

A Longitudinal Study on Summer Activities of TEPS Dataset

Abstracts


每學年的暑假看似短暫,但學生從國中到高中階段會經歷六次之多,期間會因為夏季學習失落而導致潛藏的馬太效應現象發生,因此,針對這段期間學生投入何種暑假活動,以瞭解馬太效應對其造成何種學習成長的影響,實為刻不容緩的研究。本研究透過長期追蹤資料庫(TEPS)中的2,868名學生樣本,針對其暑假中參與三類不同活動的頻率變項,進行多變量潛在成長模型分析。研究結果顯示,學生暑假期間進行課業輔導活動僅能在期初階段對綜合分析能力的起點具有促進作用,但長期下來的幫助並不大;上網或打電動遊戲經常超過2小時的活動,只會在早期階段對學生的綜合分析能力起點產生影響,但後期對綜合分析能力之成長幅度的影響關聯性不大;而暑假期間從事閱讀課外書籍的頻率,在剛開始的起點以及後續的成長幅度方面,都能對綜合分析能力的起點與成長幅度產生正向的助長效用;在前述三種暑假活動下,學生綜合分析能力係呈現正向直線成長的,但是起點越佳者,其後續的成長幅度卻越小。根據上述研究結果,本文提出結論與相關建議供參考。

Parallel abstracts


The summer vacation of each academic year seems to be very short, but students will experience at least up to six times in school. During this period, some students are often found in the summer learning loss, thus this hidden phenomenon caused the Matthew effect. This study, under the afore mentioned background, is trying to investigate what activities student engaged within summer time slot will affect them. Through the 2,868 samples taken from the long-term tracking database "Taiwan Education Panel Survey" (TEPS), a multivariate latent growth model of structural equation model (SEM) was conducted based on the frequency of the three types of activities carried out during students' summer vacation. The results showed a pity helpful on the students' earlier stage comprehensive analytical ability by tutoring, but no effect was shown from the long-term tutoring. Besides, often playing games or access internet more than 2 hours would also only impact on students' earlier comprehensive analytical ability, there was no direct relationship enduring for such behaviours. Among these activities, it was found that the frequency of reading extracurricular books had perennial benefit on their starting point and slope of growth. While the better academic performance on the starting point, the slower growth rate was shown. Based on the above research results, some conclusions and related recommendations were proposed for reference.

References


王麗雲、游錦雲(2005)。學童社經背景與暑期經驗對暑期學習成就進展影響之研究。教育研究集刊,51(4),1-41。doi:10.6910/BER.200512_(51-4).0001
王瓊珠、洪儷瑜、陳秀芬(2007)。低識字能力學生識字量發展之研究-馬太效應之可能表現。特殊教育研究學刊,32(3),1-16。doi:10.6172/BSE200709.3203001
王嵩音(2015)。父母介入子女網路使用行為之研究。中華傳播學刊,27,37-65。doi:6195/cjcr.2015.27.02
李鴻章(2010)。臺東縣中小學學生數學學業成績之馬太效應研究。臺北市立教育大學學報:教育類,41(1),35-60。doi:10.6336/JUTe/2010.41(1)2
何縕琪、黃韻宇(2020)。師資生參與偏鄉學校史懷哲教育服務之經驗與成效研究。慈濟大學教育研究學刊,(16),73-109。doi:10.6754/TCUJ.202008_(16).0003

Read-around