台灣國中生補習與課業成績關聯性之分析─追蹤資料之研究

Abstract

過去十年中台灣補習班家數呈現急速增加的現象，根據2006年「工商普查」資料估算，該年台灣文理補習班之產值佔GDP之比率達0.23%左右，由此可知補習風氣之盛行以及補習產業對台灣青少年及其家庭的重要角色。然而，這樣的情況與近年來政府所大力推行之教育改革目的相違背，因此了解影響國中生參與補習之因素以及補習對於課業成績之影響是一重要議題。過去文獻多利用單一一年之青少年資料來探討補習教育對青少年之學業成績之影響，本研究則利用國中三年每年國中學生補習狀態之改變來討論對於學生學業成績變動之影響，由於補習是一種選擇行為而非隨機事件，故本研究同時考慮補習與成績間之內生性問題（Endogeneity），使用內生轉換模型（Endogenous Switching Regression Model）來更嚴謹地探討補習教育對學生學業成就之影響。 本研究採用「青少年成長歷程研究」（Taiwan Youth Project，簡稱TYP）自2000年開始調查之國一生樣本進行分析。研究結果發現，在補習成效方面，國中生補習確實對其學業成就有顯著影響。在有補習的樣本中，轉變為沒有補習者，其學業成績相對於持續有補習者顯著退步；在沒有補習的樣本中，轉變為有補習者，其學業成績相對於持續沒有補習者有進步的現象。同時，國二升國三補習狀態之改變對其學業成績之影響較國一升國二補習狀態改變之影響為大。例如：國二有補習的樣本中且於國三轉變為沒有補習者，其國三成績之退步幅度較國一有補習樣本在國二轉變為沒有補習者大。而在國二沒有補習的樣本中且於國三轉變為有補習者，其國三成績進步之幅度較國一沒有補習樣本在國二轉變為沒有補習者大。表示在國三時，由於課業相較於國一與國二時期困難，有參與補習之學生，對於課業上的確有實質幫助，反之，在國三時期沒有參與補習的學生，成績退步之幅度較大。

Cram-school education which accounts for 0.23% of GDP in 2006 is popular in Taiwan due to a highly competitive formal education system. In addition to formal education, can cram-school education provide added value to improve students’ academic attainments attracts great attentions to education policy makers and social scientists? Previous studies mainly focus on cross-sectional data set to examine the relationship between academic attainments and cram-school education. In this study, we make a use of a panel data-Taiwan Youth Project, to investigate the association between the changes in cram-school participation status and their academic performance. Furthermore, we take into account the endogeneity between cram-school participation and academic achievements by applying Endogenous Switching Regression Model. Our research finds that participating in cram school has a positive effect on the academic performance of a junior high student. Conditional on students who participating in cram schools, when they became cram-school nonparticipation, their academic performance became substantially lower. Meanwhile, for students who do not attend cram-school education, when they participated cram-school education, they made substantial progress on their academic performance. Furthermore, the participation in cram education has a larger impact on academic performance for an elder youth than for a younger youth. For example, students participating in cram school in the 8th grade had a larger negative impact when they became cram-school nonparticipation.