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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/138110


    Title: 家庭作業時間對學習成就產生負向影響的原因分析：以TIMSS 2007年臺灣四年級學生為例
    Exploring the Reasons that Homework Time Negatively Affects Learning Achievements: A Case of the Fourth-Grade Students in Taiwan in 2007 According to the TIMSS
    Authors: 陳俊瑋
    秦夢群
    Contributors: 教育與心理研究
    Keywords: 學生層次家庭作業時間;班級層次聚集加總家庭作業時間;班級層次教師填答家庭作業時間;學習成就;國際數學與科學教育成就趨勢調查
    student-level homework time;class-level aggregate homework time;class-level teacher-answered homework time;learning achievements;Trends in International Mathematics and Science Study
    Date: 2020-12
    Issue Date: 2021-12-06 16:30:07 (UTC+8)
    Abstract: 本研究旨在探究家庭作業時間對學習成就產生負向影響的原因，並進一步了解不同層次家庭作業時間對學習成就是否有不同方向的影響。為達研究目的，以階層線性模式分析「國際數學與科學教育成就趨勢調查」2007年臺灣四年級學生資料。本研究發現：一 ; 學生數學能力 ; 完成家庭作業動機及完成家庭作業效率皆對數學家庭作業時間有負向影響 ; 二 ; 學生層次數學家庭作業時間對數學學習成就有負向影響，但班級層次聚集加總數學家庭作業時間對數學學習成就並無影響 ; 三 ; 學生層次數學家庭作業時間對數學學習成就有負向影響，但班級層次教師填答數學家庭作業時間對數學學習成就有正向影響。根據研究發現，本研究認為臺灣四年級學生家庭作業時間對學習成就產生負向影響的原因，主要是由於「學生層次家庭作業時間」只能代表「學生完成家庭作業的速度」，而「教師填答的數學家庭作業時間」才能代表「班級通常被分派的家庭作業量」所致。針對上述研究發現，本研究提出針對數學能力不足 ; 完成家庭作業缺乏動機或缺乏效率的學生進行家庭作業的調整或相關輔導 ; 以及教師分派四年級學生的數學家庭作業，宜考量目的的不同，彈性地調整家庭作業份量或家庭作業頻率的建議。
    This paper discusses the reasons homwork time negatively affects learning achievements as well as whether different levels of homework time influence on learning achievements. A hierarchical linear model was applied to analyze the data on the fourth-grade students in Taiwan in 2007 according to the Trends in International Mathematics and Science Study (TIMSS). The results were as follows: (1) Students’ mathematical abilities and their motivations and efficiency in completeing homework negatively affect their mathematics homework time ; (2) Student-level mathematics homework time negatively affects students’ leaning achievements in mathematics, but no significant effect on said learning achievements was identified in class-level aggregate mathematics homework time ; (3) Student-level mathematics homework time negatively affects students’ leaning achievements in mathematics, but class-level teacher-answered mathematics homework time positively affects said leaning achievements. Accordingly, homework time negatively affects students’ learning achievements because student-level homework time only represents students’ speed in completing homework, whereas teacher-answered homework time represents the amount of homework assigned to a class. This paper suggests that homework adjustment or counseling be provided to students with insufficient mathematical abilities or lacking motivations or efficiency in completing homework. Moreover, instructors should flexibly adjust the amount or frequency of homework to fourth-grade students according to the objectives to be met.
    Relation: 教育與心理研究, 43(4), 33-64
    Data Type: article
    DOI 連結: https://doi.org/10.3966/102498852020124304002
    DOI: 10.3966/102498852020124304002
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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