體驗區
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| 篇名 |
學校、班級及學生因素對英文學習成就影響之多層次分析
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| 並列篇名 |
Multilevel Analysis of the Influence of School, Class, and Student Factors on English Learning Achievement
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| 作者 |
張芳全(Fang-Chung Chang)
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| 中文摘要 |
現有研究以學校、班級與學生變項來分析學生英文學習成就因素很少。若以三層的因素分析學生英文學習成就表現，可以瞭解不同層的因素和英文學習成就的關聯情形。本研究以基隆市的15所學校133個班級及1,576名學生的資料，透過多層次模式分析，結論如下：一、學校、班級與學生之間的差異對英文學習成就的解釋力各有5.02%、82.92%及12.06%。二、學生的性別、英文補習時間、自我教育期望、父親教育期望、英文學習動機、家庭社經地位、家庭文化資本對英文學習成就都是重要因素。三、班級平均國文學習成就、英文學習動機、家庭社經地位、家庭文化資本與英文學習成就的重要相關因素，而同儕互動沒有明顯關聯。四、學校平均英文學習動機與平均數學學習成就愈高，學校英文學習成就愈好。本研究貢獻在於以三層模式分析7年級生英文學習成就的相關因素，學校、班級與學生差異對於英文學習成就具有重要解釋力，尤其班級因素最重要，同時各層納入變項也是重要關鍵因素。
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| 英文摘要 |
Few studies have analyzed how factors related to schools, classes, and students may affect student achievement in English language learning. Therefore, we analyzed student performance in English language learning with respect to those three factors to understand their influence on English learning achievement. We collected data from 1,576 students in 133 classes from 15 schools in Keelung City, and our findings were as follows: 1. The explanatory power of the different effects of schools, classes, and students on English learning achievement was 5.02%, 82.92%, and 12.06%, respectively. 2. Students’ sex, amount of additional English tutoring, self-imposed educational expectations, paternal educational expectations, motivation for English learning, socioeconomic status, and family cultural capital all affected English learning achievement. 3. Average achievement in Chinese, motivation for English learning, socioeconomic status, and family cultural capital significantly influenced English learning achievement, whereas peer interaction had no significant effect. 4. English learning achievement correlated with higher average motivation for English learning and higher average achievement in mathematics. This study employed a three-level model to analyze the factors in English learning achievement in grade 7 students. Differences among schools, classes, and students greatly affected English learning achievement, with class differences demonstrating the greatest effect. Moreover, the variables examined within the three levels were key influencing factors.
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| 頁次 |
001-028
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| 關鍵詞 |
多層次模式
、英文學習成就
、家庭社經地位
、English learning achievement
、family socioeconomic status
、multi-level model
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| 卷期 |
55:2
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| 日期 |
202110
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| 刊名 |
教育研究學報
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| 出版單位 |
國立臺南大學
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| DOI |
10.3966/199044282021105502001
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