國中生會考成績之相關因素探究：以澎湖縣為例

The Related Factors of Junior High School Students’ Examination Results: Evidence from Penghu County Data

現有許多研究探討學生的數學、科學與英語學習成就表現因素，少以標準化測驗來瞭解學生透過國中會考成績相關因素的分析。為了瞭解澎湖縣國中學生的國文、英文、數學、自然與社會學習領域會考成績之相關因素。本研究透過問卷調查法蒐集澎湖縣546名國中三年級學生的會考成績及相關資料，運用多元迴歸分析獲得結論如下：（一）國三女學生的國文、英文與數學會考成績明顯高於男學生，男女生在自然與社會科會考成績沒有明顯差異；（二）國三學生的家庭社經地位與學習動機對於國文、英文、數學、自然及社會科會考成績都有正向影響；（三）國中生學科補習時間對於英文、數學及自然科有正面助益，而對於國文會考成績則沒有顯著關聯；（四）國中生的家庭文化資本對於國文、英文、自然及社會科會考成績有正向顯著影響，對數學會考成績則沒有顯著關聯。本研究貢獻在於運用國中會考成績分析發現，家庭社經地位與學習動機對於五個領域的會考成績都是關鍵影響因素，更需要注意低家庭社經地位的學生學習動機與表現較低的問題，這有益於家長、教師及學校在改善學生學習表現參考依據。

Existing research mostly explored the performance factors of students’ mathematics, science and English learning achievement, and rarely used standardized tests to understand the analysis of factors related to students’ performance through the National High School Examination. In order to understand the factors related to the national language, English, mathematics, science and social study field examination results of junior high school students in Penghu County. This study collected 546 national three students’ test scores and data in Penghu County through a questionnaire survey, and used multiple regression analysis to obtain the following conclusions: 1. Female students’ scores in Chinese, English, and mathematics were significantly higher than those of male students. There was no significant difference in the scores of the social science ex- amination; 2. The family socioeconomic status and learning motivation had a positive impact on the scores of the Chinese, English, mathematics, natural and social sciences; 3. Mathematics and natural sciences were positive, but it did not have a positive effect on the national language test scores; 4. the family cultural capital of students had a positive and significant influence on the Chinese, English, natural and social subjects test scores, but not on mathematics scores. The contribution of this research lied in the use of the National High School Examination score analysis to find that family socioeconomic status and learning motivation were key factors in the five areas of the examination scores. It was also necessary to pay attention to the problem of lower learning motivation and performance of students with low family socioeconomic status. This was beneficial to parents, teachers and schools in improving students’ learning performance reference basis.