從TIMSS 2003探討學習機會與學生科學學習成就之關聯
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2007
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Abstract
本研究利用TIMSS 2003的資料，分析我國八年級班級科學平均與學習機會之間的關係，並建立學習機會對班級科學平均成績具有預測力的迴歸模型。
結果發現：（一）教師花越少時間在課室管理、提供適當頻率的家庭作業，學業學習時間越長，班級科學平均成績越高；（二）每週一次的評量的班級科學平均成績最高；（三）教學資源多寡對班級科學平均成績無顯著差異；（四）學習環境及氣氛越好，班級科學平均成績越高；（五）家長對學生成就的支持、對學校活動的參與度越高，班級科學平均成績越高；（六）「家長支持」是對班級科學平均成績最具有預測力的因子。
建議學校提供足夠的資訊設備並妥善運用、整修老舊危險的建築、加強保全的設立。建議教師加強課室管理的能力、指派頻率適中、完成時間約30~60分鐘的作業、定期考前多安排小考。建議家長支持小孩的學習、多參與學校活動。
In this study, we analyzed the relationship between opportunity to learn and the science achievement of grade 8 students in Taiwan with the database of TIMSS 2003, and established a predictable regression model with factors of opportunity to learn. The results showed that: 1) when teachers spent less time on classroom management and assigned homework with appropriate frequency, the academic learning time would be longer and the students would get higher science achievement; 2) the students in the classes with assessments once a week had the highest science achievement; 3) there was no significant relationship between teaching resources and science achievement; 4) the better learning environment and climate was, the higher science achievement; 5) the more parents supported, the higher science achievement; 6) the best item for predicting the science achievement of students was parents’ support. There were several suggestions in this study for schools, teachers and parents: schools should provide sufficient information equipment, make the sufficient application, repair old and dangerous buildings and setup security. Teachers should increase their ability in classroom management, assign homework for the students in 30~60 minutes with appropriate frequency and give tests before monthly exam. Parents should apply support for children’s learning and school activities.
In this study, we analyzed the relationship between opportunity to learn and the science achievement of grade 8 students in Taiwan with the database of TIMSS 2003, and established a predictable regression model with factors of opportunity to learn. The results showed that: 1) when teachers spent less time on classroom management and assigned homework with appropriate frequency, the academic learning time would be longer and the students would get higher science achievement; 2) the students in the classes with assessments once a week had the highest science achievement; 3) there was no significant relationship between teaching resources and science achievement; 4) the better learning environment and climate was, the higher science achievement; 5) the more parents supported, the higher science achievement; 6) the best item for predicting the science achievement of students was parents’ support. There were several suggestions in this study for schools, teachers and parents: schools should provide sufficient information equipment, make the sufficient application, repair old and dangerous buildings and setup security. Teachers should increase their ability in classroom management, assign homework for the students in 30~60 minutes with appropriate frequency and give tests before monthly exam. Parents should apply support for children’s learning and school activities.
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八年級, 國際數學與科學成就趨勢調查, 學習機會, 科學學習成就, Grade 8, TIMSS, opportunity to learn, science achievement