同儕補習風氣對國中生學習成就之影響

Abstract

本計畫將利用臺灣教育長期追蹤資料庫（TEPS）於 2001年及 2003年蒐集到的國 中生樣本，評估國中班級及學校內同儕補習普及程度不同的情況下，對於國中學生學習 成就的影響為何。從既有相關教育研究在同儕效應方面的文獻來看，補習風氣有可能對 學生學習成就有正面的影響力，但也可能有負面的影響力。由於補習及補習風氣是均為 內生變項（endogenous variable），且會受到個人及團體層次之未觀察到變項的影響，故 以調查資料進行其因果效應的評估時，需要考慮如何能適當的分析學生之社會互動對於 補習風氣影響力的估計。本計畫將嘗試不同的分析策略，如結合傾向分數配對（propensity score matching）分析法，多層次分析（multi-level analysis），以及固定效果（fixed effects） 模型等分析策略，回答本研究計畫的議題。

The proposed research project attempts to assess how the prevalence of cram schooling among students’ peer affects junior high students’ own learning achievement. Based on the current literature on peer effects in educational research, the prevalence of cram schooling might have either positive or negative effects on students’ learning achievement. The proposed project will use data gathered by Taiwan Education Panel Survey (TEPS) in 2001 and 2003 to answer the research question. Since both the behavior of participation in cram schooling and the prevalence of cram schooling are endogenous variables, it is important to use appropriate statistical methods to analyze observational data in order to identify the causal effects of these variables. The proposed project will combine the method of propensity score matching with multilevel modeling, and the fixed effects modeling to assess the causal effects of the prevalence of cram schooling.