社經背景、學前教育對國小學業成就之短期與長期效果研究   免費試閱

Short-Term and Long-Term Effects on Socioeconomic Background, Preschool Education, and Academic Achievements at Elementary Schools

「不要讓孩子輸在起跑點」是臺灣許多家長的共識，許多人認為孩子愈早入學，將來的學習表現會愈好，且讀愈貴的學校效果愈好。此想法是迷思還是可獲得研究支持？如果獲得支持，學前教育對於學生成績的效果是長期的或短期的？同時本研究也考慮社經背景對選擇學前教育與日後學業成績有何影響。本研究抽取臺灣23個縣市的國小二、四及六年級學生與學生家長，獲得有效樣本1,438份，以迴歸分析探究學前教育與學生國、英、數三科成績的關聯性。結果顯示，社經背景愈佳者愈早接受學前教育，且愈傾向就讀高學費園所；但對於學生成績而言，園所類型比就讀時間長、短與學費高、低更重要，且隨年級增長，學前教育的影響逐漸減弱，六年級時已無明顯效果。國小教育過程如何逐步弭平學前教育差距是值得後續探究的議題。

"Don't fail at the starting point!" is many parents' mutual recognitions in Taiwan. Many people think the earlier children begin their education in schools, the better their academic performance will be. They believe high tuition refers to strong academic teaching. We examined if this belief can be supported. If it can, whether it is a longterm or short-term effect must be examined. In this study, we examine the effect of socioeconomic background on preschool education and future academic performance. We obtained 1,438 valid samples through random sampling nationwide of students in Grades 2, 4, and 6 and their parents in 23 counties and cities in Taiwan to explore the relationships between preschool education and student performances in 3 subjects (Chinese, English, and Math) by regression analysis. The results show that a better socioeconomic background allows students to have earlier preschool education, and increases their possibilities to study in preschools with a higher tuition. However, for academic performance, the type of preschool is more influential than the years of preschool education and tuition. The effect of preschool education decreases gradually and is non-significant when students are in Grade 6. Further research on the processes of elementary school education is required to understand how it can systematically reduce the differences in students' preschool education.