臺灣偏遠地區國民中學學生學業成就影響因素之研究

Abstract

城鄉差距為教育領域所關心的重要議題，本研究試圖以Roscigno和Crowley（2001）的偏遠地區學業成就的概念模型為基礎，運用階層線性模式（Hierarchical linear Model，簡稱HLM），檢驗臺灣偏遠地區國民中學學生學業成就之影響因素。研究資料取自臺灣教育長期追蹤資料庫（Taiwan Education Panel Study, 簡稱TEPS）的第一波（2001年）與第二波（2003年）資料，為全國性的大樣本，範圍包括全臺偏遠國中及一般國中，研究結果可提供教育實務、政策改進及未來研究之建議。

研究結果顯示：（一）偏遠國中學生成就比一般國中低，但國中階段的成長量無顯著差異。（二）偏遠國中的學校教育條件不完全比一般國中差。（三）偏遠國中的學校教育投資與一般國中無顯著差異。（四）偏遠國中的家庭教育條件比一般國中差。（五）偏遠國中的家庭教育投資比一般國中少。（六）學生集體教育期望及父母期望為重要的影響因素，有助於縮短偏遠國中與一般國中之成就差距。Urban-rural disparity is a vital educational concern. This study used 「Conceptual Model of Rurality, Family/School Institutional Embeddedness, and Consequences for Achievement/Attainment」 developed by Roscigno and Crowley to examine urban-rural disparity in educational achievement. Using Hierarchical Linear Model (HLM), I examine the factors influencing academic achievement of junior high schoolchildren living in rural areas in Taiwan. The data analyzed is from Taiwan Educational Panel Survey (TEPS). As a national sample, the results can be used as suggestions for the amendment of educational policy and future study.

The result shows that, first, junior high students who live in rural areas have lower academic achievement than those live in non-rural areas, but there is no significant difference between their amount of growth at school. Second, the educational environment of rural areas is not necessarily worse than non-rural areas. Third, there is no significant difference between the investment in school education. Fourth, junior high school students who live in rural areas have worse family education conditions than those who live in non-rural areas. Fifth, junior high school students who live in rural areas have less family investment than those who live in non-rural areas. Sixth, average school students' education expectations and individual parents' educational expectations are important variables shorting the academic achievement disparity between rural and non-rural junior high school.