高中學生公民與社會科學習成就影響因素之研究：2007年TASA資料庫分析

Abstract

本研究目的在了解我國高二學生的「公民與社會科」學習成就，以及個人、家庭、學校及校外參與因素與「公民與社會科」學習成就的關係。為達上述目的，本研究以臺灣學生學習成就評量資料庫（簡稱TASA）2007年對全國7147名高二學生進行「學生共同問卷」及「社會科試題」施測所蒐集而得之資料，利用SPSS19.0 for Windows進行描述性統計、單因子變異數及多元階層迴歸分析。 本研究結果歸納如下： 一、 TASA 2007高中學生公民與社會科的學習成就表現尚可，但仍有進步空間。 二、 在個人因素方面：成就動機高、每天花費較多時間做社會科作業、能準時完成教師交代作業、學習態度積極、善用學習策略、偏好分組學習程度高、偏好競爭學習程度高、喜歡社會科、低內控型、低外控型及覺得社會科容易的高中學生，其公民與社會科學習成就表現較佳。 三、 在家庭因素方面：與雙親同住、高家庭社經地位、家中學習資源豐富及與家人互動頻率高的高中學生，其公民與社會科學習成就表現較佳。 四、 在學校因素方面：導生互動頻率高與同儕互動頻率高的高中學生，其公民與社會科學習成就表現較佳。 五、 在校外參與因素方面：校外課程參與度高與校外非課程參與度低的高中學生，其公民與社會科學習成就表現較佳。 六、 個人、家庭、學校及校外參與因素，對高中學生公民與社會科學習成就的預測力分別為8.7%、0.8%、0.5%與3.2%。 最後，根據本研究之結果，提出對學生、教育相關單位、教師、家長以及對未來研究者的建議，以供參考。 關鍵詞：臺灣學生學習成就評量資料庫（TASA）、高中學生、公民與社會科、公民與社會科學習成就The purposes of this study were to understand the achievement of Civics and Society among the 11th graders of Taiwanese public senior high schools, as well as factors related to their achievement. The target data base was the Taiwan Assessment of Student Achievement (TASA) 2007 completed by a stratified random sample of 7,147 eleventh graders of Taiwanese public senior high schools. Descriptive statistics, one-way ANOVA, and hierarchical multiple regression were conducted to analyze the acquired data using SPSS 19.0 for Windows. The major findings are listed as followings: I. The achievement of Civics and Society among Taiwanese senior high school students is acceptable, but still there is room for improvement. II. In terms of individual factors, students who perceived higher level of achievement motivation, spent more time on social studies homework, completed homework punctually, had more positive study manner, used learning strategies wisely, preferred cooperative learning and competition learning, liked Social Studies more, had lower level of internal locus of control and external locus of control, and perceived learning Social Studies easier, exhibit a higher level of achievement of Civics and Society. III. In terms of family factors, students who lived with both of their parents, were from family of higher socioeconomic status, were provided with more learning resources, and had more frequent interaction with their family members, exhibit a higher level of achievement of Civics and Society. IV. In terms of school factors, students who had more frequent interaction with their teachers and peers exhibit a higher level of achievement of Civics and Society. V. In terms of extracurricular participation factors, students who participated more frequently in curriculum-related extracurricular activities and less frequently in non-curriculum related extracurricular activities exhibit a higher level of achievement of Civics and Society. VI. Individual, family, school, and extracurricular participation factors explain 8.7%, 0.8%, 0.5%, and 3.2%, respectively of the variation of the achievementof Civics and Society among the 11th graders of Taiwanese public senior high schools. Based on the results, suggestion for students, educational authorities, Civics and Society teachers, parents, and future researchers were proposed.