教育年數與數學學習成就關聯之研究：以國民所得與性別平等為中介變項

The Relationship Between Education Years and Math Learning Achievement: Taking Per Capita Income and Gender Equality as Mediators

男女生數學學習成就表現一直以來就受到關注。本研究以國家為分析單位探討男女學生數學學習成就差異，以及國民所得及性別平等指數和數學學習成就表現之關聯性。本研究以2015年39個國家參與國際數學與科學趨勢調查（Trends in International Mathematics and Science Study）八年級生資料進行分析。獲得以下結論：（一）整體來看，男生平均數學學習成就明顯高於女生，其中男生高於女生12分以上的國家為巴林、波札納、約旦、阿曼及泰國；而智利則是女生高於男生18分。（二）各國教育年數對於國民所得、性別平等指數都有正向顯著關聯；性別平等指數與數學成就有正向顯著關聯，解釋力為65.9％；教育年數、國民所得對於數學學習成就沒有顯著關聯。如僅以教育年數對於數學學習成就的解釋力為45.9％。（三）各國的教育年數透過國民所得影響數學學習成就沒有中介效果；而教育年數透過性別平等指數對數學學習成就的影響具有完全中介效果；重要的是，性別平等指數的中介效果明顯高於國民所得的中介效果。（四）如果分別以各國的國民所得與性別平等指數為投入變項，數學學習成就為結果變項，臺灣的數學學習成就表現都高於世界平均水準。本研究貢獻在於透過TIMSS資料，以國家為單位分析數學學習成就的相關因素發現，國家的性別平等指數對於數學學習成就的影響比國民所得還要大。針對結論有深入討論，並提出具體建議。

The performance of boys and girls in mathematics learning has always been concerned. This study used the country as an analysis unit to explore the differences in mathematics learning achievement of male and female students, and the correlation between per capita income and gender equality index and mathematics learning achievement performance. This study analyzed the data of eighth graders from 39 countries participating in the Trends in International Mathematics and Science Study in 2015. The following conclusions were obtained: 1. Overall, the average mathematics learning achievement of boys in these countries was significantly higher than that of girls. Among them, the countries where boys were more than 12 points higher than girls were Bahrain, Botswana, Jordan, Oman and Thailand; while girls were 18 points higher than boys in Chile. 2. The number of years of education had a positive and significant correlation with per capita income and gender equality index; the gender equality index had a positive and significant correlation with mathematics achievement, with an explanatory power of 65.9%. The number of years of education and national income had no significant correlation with mathematics learning achievement. The explanatory power of the number of years of education for mathematics learning achievement was 45.9%. 3. The years of education had no mediated effect on mathematics learning achievement through per capita income; while the effect of years of education on mathematics learning achievement through gender equality index had a completely mediated effect; Besides, the mediated effect of gender equality index was significantly higher than that mediated effect of per capita income. 4. If the per capita income and gender equality index are used as input variables, and mathematics learning achievement was the outcome variable, Taiwan's mathematics learning achievement performance was higher than the world average. The contributions of this research lied in the analysis of factors related to mathematics learning achievement by country as a unit through TIMSS data and found that gender equality in the country had a greater impact on mathematics learning achievement than per capita income. There were in-depth discussions on the conclusions and specific suggestions.