導師任教科目與學生學業成績

Abstract

「導師任教科目是否對學生學業成績有所影響?」是台灣許多學生家長所關心的議題，然而國內卻缺乏相關研究文獻。本文使用「台灣教育追蹤調查」第三波高中學生、家長、教導師及學校相關追蹤資料，先利用學校問卷問項篩選出學校無程度分組教學之樣本，再利用導師可能擔任他班科任教師的狀況，進行班級配對，建構出「擬隨機配對樣本」後，採用普通最小平方法(Ordinary Least Squares, OLS)分析導師任教科目對學生學測科目級分的影響。 實證分析顯示，在擬隨機國文、英文、數學配對樣本中，導師是否任教該科目，學生學測該科級分、總級分皆無顯著差異，僅在擬隨機英文配對樣本中，導師任教英文之學生學測英文級分有不足1級分(0.32分)統計顯著差異，故本文認為: 導師任教科目並不會對高中學生學業成績造成劇烈差異。

“Does homeroom teacher’s teaching subject have an impact on students’ academic achievement?” is an issue that many parents are concerned about in Taiwan. However, there is a lack of relevant literature. This thesis uses data from “Taiwan Education Panel Survey(TEPS)”, specifically the third-wave panel data of high school students, parents, teachers, and schools. First, I construct a “the quasi-random matched sample” by selecting sample from schools that do not employ competency-based grouping, and considering the situation of homeroom teacher teaching subject in other classes. Then, I apply Ordinary Least Squares (OLS) analysis to examine whether homeroom teacher’s teaching subject havean impact on students’ General Scholastic Ability Test (GSAT) score. Evidence shows that, in the quasi-random (Chinese, English, or mathematics) matched samples, there is no significant difference in student’s specific subject score and total scores no matter homeroom teacher teaches that subject or not. Only in the quasi-randomly English-matched sample, there is a statistically significant difference of less than 1 score point (0.32 points) in student’s English score when homeroom teacher teaches English. That is, homeroom teacher’s teaching subject just has little impact on high school students’ academic achievement.