新住民子女的人數日益增加,其教育問題也日趨受到重視,本研究的主要目的即是要探討影響新住民與本地學生學習成就的因素。所應用的資料分析與資料探勘技術,包括獨立樣本T檢驗、羅吉斯迴歸、類神經網路與C5.0決策樹分析等方法。資料來源是應用2009年「台灣學習成就評量資料庫」(簡稱TASA)所提供的次級資料,包括國小四年級與六年級的國語科和數學科學生資料。 本研究先利用「TASA」資料庫所提供的學生共同問卷資料,將問卷的101個問題題項,運用資料庫軟體轉換成影響學習成就的31個輸入變項,然後以學生學習成就分組為輸出變項,應用資料探勘軟體將不同族群的學生資料導入資料探勘分類模型中,最後選擇最佳的模型,萃取出影響新住民與本地學童學習成就的重要變因,並分析討論造成學習成就差異的可能原因。 最後研究發現新住民與本地學生的學習成就確實存在差異,而造成差異的影響因素大致有閱讀、課後休閒活動、作業時間、參加校外課程、父母與自我的教育期許、父母學歷、父母婚姻狀況與家中手足數、學習資源、學習自信心與學科喜愛度、同儕互動與班級常規適應、學習偏好與學習策略等因素。這些研究結果希冀可以進一步提供各單位教學行政與教育政策擬定之參考。
As the number of new immigrants pupils increase, the issues of their education has been increasingly paying attention to. The purpose of this research is to discuss the factors that effect the learning achievements of new immigrate and local students. The data analysis and data-mining technique includes independent sample T test, Logistic Regression、Neural Network、C5.0 Decision Tree、etc. The data source is provided by「Taiwan Assessment of Student Achievement」(TASA) in year 2009, include the data of Chinese & Mathematics subjects for both elementary school grade 4 & 6. This research apply the data-mining software to import the data of different group of students into data-mining models. At last use the best model to extract the important factors which effect the learning achievements of new immigrate and local students, discuss and analysis the possible reasons causing the learning achievements difference. Finally the study found indeed there are difference in the learning achievements between new immigrate and local students. And the factors causing the difference are reading、after-class activity、time of school assignments、participation in the class outside school、parents and self education expectation、parents' education background、the state of parents marriage、the number of brothers and sisters in the family、learning resource、learning confidence and preferences、interaction between class mates and adaption of class rules、learning tactic、etc. I hope the final conclusion of this study can be a reference for each teaching unit and the formation of teaching policy.