國中生數學學習成就發展與影響因素研究：運用潛在成長曲線分析

Developments and Influential Factors of Mathematics Achievement in Junior High School Students: Using Latent Growth Curve Analysis

本研究探討基隆市新移民、非新移民子女及大興國中學生數學學習成就發展情形和有關影響因素，使用2,549名國中生五學期數學學習成就進行潛在成長曲線分析，獲得以下結論：一、非新移民的國一女生數學學習成就明顯高於男生，新移民子女及大興國中生則否。二、非新移民與新移民的國一生數學補習時間愈多，數學學習成就愈好。非新移民子女補習數學時間隨著年級增加，數學學習成就效果減緩。三、非新移民、新移民子女與大興國一生的家庭SES愈高，數學學習成就起始點愈好；然而家庭SES對後來五個學期數學學習成就沒有提升效果。四、非新移民子女就讀國一時的文化資本，會隨著年級增加，對數學學習成就成長效果減緩；大興學生的文化資本會隨著年級增加，而有提升數學學習成就的效果。五、大興國一生的數學學習成就起始點，對後來學期的數學學習成就成長幅度有正向顯著影響。整體來看，基隆市本國籍與大興國中生數學學習成就逐年下降，其中補習時間、文化資本與家庭SES是影響數學學習成就的因素。

This research used panel study to distinguish the immigrant, native students ( non-immigrant students), and one school (da-shin junior high school) students to study. We used the database to track the learning situation of 2,519 junior high school students and analyzed the data using Latent Growth Curve Models (LGCM ). The results were as follows: 1. The native female students' mathematics achievement was higher than male in 7th grade, however, both immigrant and da-shin junior high school students were not. 2. Both immigrant and native female students had more the gram time and mathematics achievement was higher in 7th grade. The gram time of the native students increased over time, and that impacted on mathematics achievement decreasingly. 3. The socioeconomic status (SES) of native, immigrant and da-shin junior high school students were higher in 7th grade respectively, and their mathematics achievement was higher. However, the SES did not affect mathematics achievement in five semesters. 4. The more the cultural capital of the native students were, the lower mathematics achievement was. But, the effect of the cultural capital of da-shin junior high students on mathematics achievement was decreasingly. 5. The initial point and the slope of the mathematics achievement was a positive correlation in da-shin junior high school students. To sum, native and da-shin junior high school students' mathematics achievement decreased over time, and the gram time, cultural capital and SES impacted on mathematics achievement.