學生寫回家作業時間對與數學學習成就影響之分析：PISA 2022資料為例

Impact of Students’Homework Time on Mathematics Learning Achievement: Based upon PISA 2022 Data

本研究目的探討學生寫回家作業時間與學習成就關聯的效果量，以及家庭社經經濟文化地位與國民所得對於學生寫回家作業時間與學習成就關聯效果量的影響。從PISA 2022年蒐集77個國家包括臺灣共597,750名樣本，經過分析顯示：77國家的學生寫回家作業與學習成就關聯平均效果量為.044，屬小效果量，其中有45個國家為正面效果，14個國家沒有明顯效果；有18個國家的學生寫回家作業反而有負面效果。效果量最高國家依序為南韓、柬埔寨、臺灣、澳洲、阿爾巴尼亞，效果量在.20至.26之間。臺灣的效果量為.21。負向效果量最高國家依序為瑞典、丹麥、愛沙尼亞、芬蘭及以色列，其效果量為-.11至-.18。歐洲、美洲、亞洲、大洋洲國家學生寫回家作業時間與數學學習成就關聯都是小效果量，效果量大小依序為大洋洲、亞洲、歐洲及美洲國家。77個國家的家庭ESCS與國民所得愈高，寫回家作業與學習成就關聯效果量愈小。代表整體國家的家庭社會經濟文化地位愈高及經濟愈發展的國家，學生寫回家作業對於學習成就效果較低。先進國家的數學教育強調理解的重要，而非機械式練習。這對於要以學生放學後寫回家作業提升學習成就，以作業練習，若沒有強化學生數學的理解，很難提高學習成效。

The purpose of this study is to explore the effect size of the asso¬ciation between students’homework and academic achievement, as well as the impact of family socioeconomic and cultural status(ESCS) and national income on the effect size of the association between students’homework and academic achievement. 557,754 samples from 77 coun¬tries (including Taiwan) were collected from the Program for Interna¬tional Student Assessment (2022) from 77 countries, including Taiwan. The analysis showed that the average effect size of the correlation between homework and academic achievement among students in 77 countries was .044, which was a low effect, among which 45 countries with positive effects, 14 countries with no obvious effects, and 18 countries with nega¬tive effects when students done homework at home. The countries with the highest effect sizes were South Korea, Cambodia, Taiwan, Australia, and Albania, with effect sizes ranging from .20 to .26. The effect size of Taiwan was .21. The countries with the highest negative effect sizes were Sweden, Denmark, Estonia, Finland and Israel, with effect sizes ranging from -.11 to -.18. The correlation between homework and mathematics learning achievement among students in European, American, Asian, and Oceanian countries had low effect sizes, and the order of effect size was Oceanian, Asian, European, and American countries. The higher the ESCS and national income in 77 countries, the smaller the effect size of the association between homework and academic achievement. That is, the higher the ESCS of the family and the more developed the economy, the lower the effect of students’homework on academic achievement. Mathematics education in advanced countries emphasized the impor¬tance of understanding rather than mechanical practice. If students did not strengthen their understanding of mathematics through homework practice, it will be difficult to improve learning effectiveness.