高中學生參加補習的情境決定因素及對學業成績的影響

The Contextual Determinants of Supplement Education and its Effect on Academic Grades Among Senior High School Students

本文探討高中學生學科補習的情境決定因素及對學業成績的助益。以臺灣高等教育資料庫94學年度新生為樣本，經篩選後，313所高中、18，832名學生列入分析。補習參與及學力測驗英數成績分別做為依變項，進行變異數分析及階層線性模式分析。結果發現，首先在補習參與的脈絡因素，明星高中比非明星高中有較高的學科補習人數比例，但考慮學校同儕補習氣氛後，兩類學校的差異未達顯著。補習成效的統計分析顯示，非明星高中學生學科補習年數愈多，英文及數學成績愈佳，僅補習1年者與從未補習者無顯著差異；對於明星高中學生，參加2年學科補習者及從未參加者有較佳成績。不同高中之間補習成效的差異可能來自於學生先備知識多寡。本文最後討論實務建議及未來研究方向。

This study examined the contextual determinants of supplement education and its effect on academic performance among senior high school students. The 2005 freshman samples from the Taiwan Higher Education Data System were used. There were 18，832 pupils from 313 senior high schools analyzed. The participation in cramming for English and math and the grades on these subjects in the Subject Competence Test in February were separately used as dependent variables. ANOVA and hierarchical linear modeling were used. Concerning the situational factors of cramming， it was found that the students in star senior high school took part in more than those in nonstar senior high school. However， the difference between these two types of senior high school was not significant after the cramming aura in high school was controlled. Pupils with prior experiences of cramming had constantly joined in supplement education. With regard to the benefit of shadow education， for the pupils of nonstar high school， the more cramming， the more math and English grades. For star-high-school students， ones with two-year cramming or without any cramming had greater grades than ones with one-year experience. The difference in cramming effect between these two types of high school might result from the discrepancy in prior knowledge of these pupils. Implications for educational practices and further research were discussed.