影響四年級學生科學成績之因素探討：以台灣、香港、新加坡參與TIMSS 2007數據為証

Abstract

This study examined the effects of selected student factors (students’ positive affect toward science, students’ self-confidence in learning science, family socio-economic status, student gender) and teacher factors (the number of years teacher have taught, teachers’ expectations, teachers feel “very well” prepared to teach the science, teacher gender) on science achievement at the fourth grades in Taiwan, Hong Kong and Singapore of Chinese societies who participated in the Trends in International Mathematics and Science Study (TIMSS) 2007. This study aimed to answer the following research questions: Which factors are associated with student science achievement at student level, and how are they associated in each selected country? Which factors are associated with student science achievement at teacher level, and how are they associated in each selected country? This study analyzed the responses of fourth-grade students and their science teachers from the participating Asia countries include the Taiwan TIMSS 2007 sample consisted of 4131 students and their 174 science teachers in 150 schools, the Hong Kong TIMSS 2007 sample consisted of 3791 students and their 150 science teachers in 126 schools and the Singapore TIMSS 2007 sample consisted of 5041 students and their 360 science teachers in 177 schools. The data of this study were collected by TIMSS 2007 Student Questionnaire and TIMSS 2007 Teacher Questionnaire in science. Thus, the secondary analysis was used in this study. A hierarchical linear model (HLM 6.08) was used to analyze the data; a significance level of 0.05 was used. The results of this study showed that ICC suggests that multilevel analysis can analyze the data of Taiwan, Hong Kong and Singapore. The results showed that PATS had a significant positive effect on student science achievement in Taiwan, Hong Kong and Singapore. SCS had a significant positive effect on student science achievement in Taiwan, Hong Kong and Singapore. SES had a significant positive effect on student science achievement only in Taiwan and Singapore. TG had a significant effect on student science achievement only in Taiwan. TCHES had a significant positive effect on student science achievement only in Hong Kong. However, SG, TY, TP had a non-significant effect on student science achievement in Taiwan, Hong Kong and Singapore. Besides, four variables of student level and four variables of teacher level interaction effects had no significant effect on student science achievement in Taiwan, Hong Kong and Singapore.