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| Title: | 影響學生學業成就之家庭、學校、個人與背景因素—長期追蹤資料的分析
The effects of school, family, student, and demographic factors on high school students’ academic achievement—An analysis of panel data from the Taiwan education panel survey |
| Authors: | 張婉玟
Chang, Wan Wen |
| Contributors: | 馬信行
Ma, Hsen Hsing
張婉玟
Chang, Wan Wen |
| Keywords: | 台灣教育長期追蹤資料庫（TEPS）
學業成就
國高中生
Taiwan Education Panel Survey（TEPS）
academic achievement
high school students |
| Date: | 2009 |
| Issue Date: | 2010-04-07 21:57:37 (UTC+8) |
| Abstract: | 本研究探討影響學生學業成就的學校、家庭、學生個人及背景因素，研究中以後設分析的方法計算出許多自變項的效應量大小。本研究的資料取自台灣教育長期追蹤資料庫（TEPS），包括2868名學生在2001年至2007年間接受的四波追蹤調查資料。研究結果發現，學校、家庭、學生個人及背景因素對學業成就之平均效應量具有顯著差異，其中以學生的「先前學業成就」具有最大的效應量，對綜合能力、數學能力及一般分析能力的效應量分別是2.39、1.45和1.90；其次為「背景因素」（效應量分別為.65、.53、.59）；再其次則為「家庭因素」及「學生投入」，但此兩者效應量小，且彼此間無顯著差異；而學校因素的平均效應量最小。最後，本研究針對研究結果提出多項教育實務的建議。
The purpose of this study is to examine the longitudinal effects of school, family, student, and demographic factors on students’ academic achievement. A method of meta-analysis was used to estimate the magnitude of the effect size of various dependent variables. The data was obtained from Taiwan Education Panel Survey (TEPS). The members of the tracked panel of 2868 high school students were selected as samples for this present research. The tracked panel received four waves of questionnaires and standard tests from 2001 to 2007. The results of the present analysis shows significant differences between the mean effect sizes of the factors associated with academic achievement, and that students’ prior achievement had the largest effect size of 2.39, 1.45, and 1.90, respectively, based on the comprehensive ability score, the general analytic ability score, and the mathematic ability score. The demographic factor showed the second largest mean effect size (.65, .53, .59), larger than that of the family factor and students’ engagement, which both showed small effect without significant differences from each other. And the school factor showed the least mean effect size. In addition, it was found that the mean effect of all the variables based on the comprehensive ability score (.43) was significantly larger than that based on the general analytic ability score and on the mathematic ability score, specifically. Practical implications and suggestions are given in the present research after the general discussion of the research findings. |
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| Description: | 碩士
國立政治大學
教育研究所
95152002
98 |
| Source URI: | http://thesis.lib.nccu.edu.tw/record/#G0095152002 |
| Data Type: | thesis |
| Appears in Collections: | [教育學系] 學位論文
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