重探臺東補習教育階層化與效益的特性

A Re-exploration of Stratification and Efficacy in Cram Schooling: The Specific Characteristics of Cram School in Taitung

過去許多文獻探討學科補習階層化與補習效益，但這些研究往往忽略臺東的特殊性，如原漢族群如何透過中介變項影響學業成就，是全國樣本所沒做的。本研究運用「臺東縣教育長期追蹤資料庫」2005 年資料，建立研究架構，應用路徑分析對補習教育階層化與效益重新探討。研究結果顯示：一、臺東縣原住民社經背景較漢人低，導致父母、子女教育期望較漢人低，因而補習項數較低。二、臺東縣參與補習較多者學業成就較高，重要原因是補習較多者原先教育期望較高因而學業成就較高，所造成的虛假相關，控制了教育期望後，參與學科補習對學業成就的影響下降許多，原漢學科+D1補習參與差距能解釋原住民與漢人學業成就差距的比率也下降。

Previous studies about the academic cram schooling have mainly explored the stratification and efficacy, but ignored the specific characteristics in Taitung. For example, in the national survey, the research does not consider how the academic achievements of aborigines and Hans are influenced by mediators. Using data collected from Taitung Education Panel Survey in 2005, this study develops a well-defined research framework to re-investigate the research questions about both groups. The results show that the educational expectations of aboriginal parents and children are lower than the ones of Hans because their socioeconomic statuses of families are lower than the ones of Hans. This factor leads to a decrease in aboriginal student attendances at the academic cram schooling. The second discovery of this study is a spurious relationship between the student participation in academic cram schooling and their academic achievements. While it appears that more participation results in higher achievements, the real factor is the parents educational expectations. After controlling this factor, the influence of academic cram schooling participation on the academic achievements becomes less significant. The gap between the academic achievements of aborigines and Hans can no longer be simply analyzed through the gap between their attendances at the academic cram schooling.