臺灣國中學校效能之多層次模型分析： 以TIMSS 2011 為例

A Multi-level Study on School Effectiveness in Taiwanese Junior Schools: Evidence from TIMSS 2011

本研究以多層次模型分析臺灣參與TIMSS 2011 資料來瞭解影響臺灣國中的學校 效能因素。本研究區分為學校層級及學生層級因素，並以學生學習成就、學生霸凌及 學校氣氛做為學校效能的替代變項。獲得以下結論：首先，臺灣的國中之校際差異對 學校效能之重要性不可忽略，校際差異可以解釋影響學習成就有21.2%的解釋量。其 次，學校教學資源可以提高學校氣氛，學校規模愈大，學生霸凌愈多；而學校所在社 區經濟愈好，學習表現愈好。最後，影響臺灣國中學校效能的學生因素之中，其中學 生學習投入高，學校氣氛好，學生學習成就愈高；愈不喜歡學習數學及愈沒有學習投 入，愈可能產生學生霸凌。

This study investigated the impacted factors of school effectiveness. The data used in this study were scores that Taiwanese junior high school students obtained in TIMSS 2011. Hierarchical linear modeling （ HLM） was employed for analysis. The results are as follows: First， the diversity of junior high schools in Taiwan is a strong impacted factor on school effectiveness; the diversity of junior high schools can predict 21.2% of student achievements. Second， the teaching resources can enhance school atmosphere， and the larger the school is， the more bullies the school has. Besides， if the communities where the schools are located in have better economy， the students’ performance can be better. Third， among the impacted factors of school effectiveness in Taiwan， the higher student engagement contributes to better school atmosphere and higher student achievements. Students’ lack of interest in learning mathematics and engagement is more likely to cause school bullying.