應用臺灣教育長期追蹤資料庫(TEPS)探討國中學生學習表現之影響因素

A Study of the Influencial Factors on the Learning Performance of the Junior High School Students through Taiwan Education Panel Survey(TEPS)

黃曉惠(HUANG, SHIAU-HUEI)

指導教授 ： 王鴻龍

國立臺北大學/商學院/統計學系/碩士(2011年)

摘要

有關學生學習、學業上的表現或成就一直是教育研究的重要議題之一。本研究先透過文獻探討來確立學習表現之定義以及影響學生學習表現的構面，分別為學生、家庭、學校、導師四大構面，並結合TEPS問卷資料，從問卷中挑選並定義出40個可能影響變數，再透過統計分析中的平均數檢定、相關分析、迴歸分析等方法與學習表現進行探討。首先逐一將各變數與學習表現進行探討該變數的顯著性，留下34個顯著變數，再分成4大構面進行與學習表現的探討，留下27個顯著變數，最後階段則利用此27個變數來建立影響學習表現之迴歸模型並找出影響學生學習表現的關鍵因素。
本研究結果發現，學生方面：學生性別、手足數目、學習動機、學習態度上會對學生學習表現有顯著差異，其中性別為男生的學習表現優於女生；手足數量與學習表現為負相關。家庭方面：家庭社經地位、家庭教育資源(財務資本、社會資本)、負向文化資本、家長態度、家長教育期望對學生學習表現有顯著差異，其中負向文化資本為負相關。學校方面：學校地區別─城鄉別、學校經營者(公、私立)、學校課業輔導對學生學習表現有顯著差異，其中私立表現優於公立，都市優於城鎮，城鎮優於鄉村。導師方面：導師領導風格、導師對任教班級學生的評價、班級型態不同(導師三年一貫)、導師身分─主科教師兼導師、導師教學年資對學生在學習表現上會有顯著影響，其中三年一貫優於非三年一貫，主科教師兼導師優於非主科教師。
另外，不論是變數全部選入法或採逐步迴歸法的迴歸模型所選出的共同影響變數中，皆得到「學習動機」是首要影響顯著變數，因此如何引發學生學習動機才是能真正幫助到學生學習表現的關鍵；其次為「家庭社經地位」，這讓政府當局更需正視社會貧富差距所引起學習差異的嚴重問題，該如何制定良好政策或措施以照顧到身處社經地位弱勢的學童，不該讓社經地位高低成為影響學習表現的條件，更非成為影響學生學習差異的主因。至於學校日家長們所關切的導師構面因素，並非是影響整個模型的顯著因素，但有關「主科教師兼導師」與「班級型態不同(導師三年一貫)」的確會對學生學習表現產生差異的結果，可供學校與教育當局參考，思考如何適當、適度配置教師人員，以達學生學習表現最佳結果。

關鍵字

臺灣教育長期追蹤資料庫(TEPS) ； 學習表現

並列摘要

Learning and academic performance of students has been one of the important issues in educational research. Through investigation in reference, this research establishes the definition of academic performance and the aspects that influences academic performance which are students, families, schools and teachers. This research also combines with TEPS questionnaire to choose and define 40 possible variables. Furthermore, investigation is made through academic performance and methods in statistical analysis such as the mean test, principal component analysis, and regression analysis. Firstly, the research on the significance of variables is done "by comparing each variable with academic performance". After this step, 34 significant variables are left. Secondly, divide them into 4 aspects to proceed and to research the learning performance, which leads to 27 remaining significent variables. In the final stage, use these 27 variables to establish the regression model that has an effect on academic performance and to find out the key factor which influences it.
The study discoveres that, the students has significant differences in performance in terms of the students gernder,the number of students in the class, the motivation of study and the study attitude. Especially, it is shown that male students have outperformed female students. The number of students shows a negative correlation with the performance of the students. As for family, the differences in learning performance consist of several factors which are the social status of the family, the education source of the family (including financial capital and social capital) , negative culture capital, the attitude of parents, the expectation of the parents. Among these, the negative culture capital has passive relationship with the performance of student. From the respect of the school, there are three factors having markedly different effect on the student performance,which are regional differences between shcool (urban and rural differences), the school operator (public or private), school academic tutoring for students , respectively. Considering from these factors,the performance of private school is superior to that of public school; urban school performance is better than the one of towns and the towns outperfomes the school in rural. As to the factors about teachers, it is found that there are significant impacts on the academic performance of students considering the teacher’s leadership, teacher’s evaluation about students, different types of classes ( being homeroom teachers three years in a row), the teacher’s identity –core subject teachers as the homeroom teachers, years of teaching, Especially, it’s better under the leadership of the homeroom three years in a row than the non three-year-s-in-a-row homeroom teacher, and the core-subject teachers’ student learning performance is better than that of the non core-subject teachers.

In addition, ,whether by using all the selected variables or by using the stepwise regression method into the regression modol, "students’ motivation" is the primary impact of significant variables in all the combined effects of selected variables. Therefore, how to stimulate students’ learning motivation is the key point to improve the students’ academic performance; Secondly, the "socioeconomic status", which causes the serious problems of learning differences, is all that the Government authorities need to address the wealth gap in society and learn how to develop good policies or measures to take account of living in socioeconomically disadvantaged students. High or low socioeconomic status should not have an impact on the conditions of learning performance, but also not be the main cause of differences in student learning performance. As for the school day , the structure factors of the homeroom teacher that the parents concern is not the significant factors that affect the entire model. But the " core-subject teachers " and "different types of classes (being homeroom teachers three years in a row)" does influence the performance of student learning results. These factors provide schools and education authorities to reflect on how to allocate teachers appropriately and properly to achieve the best student learning performance.

並列關鍵字

Taiwan Education Panel Survey (TEPS) ； learning performance

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