國中時期補習對教育成就之長期影響

Abstract

補習是存在於正規教育體系之外的一種特殊教育活動。在過往對補習活動的實證研究中，主要圍繞補習在世界及各區域的普遍性、影響參與補習的因素和補習的效能三個方面進行討論。大部分的文獻呈現出補習的短期效能，也有文獻呈現了一定的長期效能。然而，尤其是在研究臺灣的文獻中，對於補習長期效能之討論甚為缺乏；且在現有之討論長期效能的文獻中，其「長期」的時間跨度並未很大。為探究更長時間跨度下的補習效能，本研究採用中央研究院社會所主導的「臺灣青少年成長歷程研究」之問卷內容作為數據資料，以2000年時臺北市、臺北縣和宜蘭縣市三個地區的國中生為研究樣本，並使用加入工具變數的兩階段最小平方法為模型來探討國中時期補習對學生未來的教育成就之影響為何。從實證結果可以得出，國中補習對學生未來教育成就確實存在長期效益。除了補習的直接效果，學生的家庭收入會透過補習活動對其教育成就產生間接效益。同時，進入一般高中 (相較技職高中)、自己對自己的教育期望越高、家長對自己的教育期望越高、國小的成績越好、國三的成績越好、母親的教育程度越高以及父母的婚姻狀況越穩定的臺灣國中生，其擁有更高的未來教育成就。其中，家長對自己的教育期望、國三成績是除補習變數外對教育成就增益效果最強的變數。

The cram school, or shadow education, includes a group of special education activities rendered outside the formal education system of a society. In the past literature, there are three main topics: how popular is the cram school/shadow education in this world, or a specific region? What are the considerations or determinants of attending the cram school/shadow education? Are cram school/shadow education activities really effective or beneficial? Most of the past literature has presented the short-term effect; some present the relative long-term effect. However, researches on the long-term effect are actually not in high quantity, especially for those studying Taiwan. Furthermore, the result will be much more solid if the study timeline length of current papers can be extended. In order to study the effectiveness of cram school in a longer timeline, this research use the questionnaire data of “Taiwan Youth Project” established by the Sociology Department, Academia Sinica, which encompasses junior high school student samples from Taipei City, New Taipei City and Yilan County in 2000. With the utilization of instrumental variable and two-stage least square regression model, this research aims at studying how the junior high cram school attendance will affect students’ education attainment in the future. By this research, the attendance of junior high cram school activities have significant positive long-term effects on student’s education attainment. Furthermore, family income improves student’s education attainment indirectly by supporting the attendance of junior high cram school activities. As for other factors, students who own general senior high school appearance (compared to vocational senior high school), higher self-expectation of education, higher parents-expectation of education, higher elementary school scores, higher senior high school scores (in the third year), higher mother-education attainment and more stable family, tend to have higher education attainment. Among those factors, the parents-expectation of education and senior high school scores (in the third year) are the most effective factors on education attainment, in addition to the cram school factors.