國中生自然科補習時間成長軌跡對自然科學習成就的影響

The Influence of Junior High School Students’Natural Subject Tutoring Time Growth Trajectory on Natural Subject Learning Achievement

國內研究沒有對國中生在學三年的自然科補習時間成長對自然科學習成就影響之探討。本研究以基隆市國中生學習狀況資料庫，分析1,586筆學生的自然科補習時間成長軌跡，並瞭解補習時間對自然科學習成就的影響，在五學期資料的潛在成長模式分析之後，得到結論如下：1.國中生自然科補習時間成長軌跡呈現倒U字型成長現象，學生在七年級下學期自然科補習時間較少，隨著學期往後推移，補習時間逐漸增加，最高點在九年級上學期，而九年級下學期則減少。2.七年級生的自然科補習時間愈多，九年級下學期自然科學習成就愈好；然而國中生五學期的自然科補習時間成長，反而讓九年級下學期自然科學習成就降低。3.自然科補習時間起始點與後來五學期自然補習時間成長幅度為負向顯著關聯。也就是，學生在自然科補習時間，在七年級下學期至九年級上學期之間，隨學期而增加，但至九年級下學期自然科補習時間減少。本研究特色在於發現，國中生自然科補習時間呈現倒U型成長現象，補習時間最高點在九年級上學期，而且五學期自然科補習時間逐學期增加隨後減少，反而對九年級生自然科學習成就愈好。這打破自然科補習時間要愈多，學習成就才會好的迷思。針對結論進行討論，提出建議。

Domestic research has not explored the influence of the growth of three-year natural tutoring time on the academic achievement of natural subjects in junior high school students. This study used the Keelung city junior high school students’learning status database to analyze the growth trajectory of students’natural tutoring time, and to understand the impact of tutoring time on the academic achievement of natural subjects. After analyzing the potential growth model of 1,586 materials in five semesters, the following conclusions were drawn: 1. The growth trajectory of junior high school students’natural tutoring time showed an inverted U-shaped growth phenomenon. Students had less natural tutoring time in the second semester of the seventh grade. As the semester gone on, the tutoring time gradually increased. In the second semester of the ninth grade, it will be reduced. 2. The more time the seventh-grade students spent on natural subjects, the better their natural learning achievements in the next semester of the ninth grade. However, the increase in the five-semester natural subject tutoring time for junior high school students actually reduced the natural subject learning achievement of the ninth grade in the next semester. 3. There was a significant negative correlation between the starting point of natural tutoring time and the growth rate of natural tutoring time in the following five semesters. That was, students’tutoring time in natural subjects increased with the semester from the second semester of the seventh grade to the last semester of the ninth grade, but the tutoring time of natural subject decreased to the next semester of the ninth grade. The feature of this study was that it is found that the natural tutoring time of junior high school students showed an inverted U-shaped growth. The highest point of tutoring time was in the first semester of the ninth grade, and the five-semester natural tutoring time increased semester by semester and then decreased. On the contrary, the learning achievement of the ninth grade students in natural subjects was better. This broken the myth that the more time for tutoring in natural subjects, the better the learning achievement. Discussed the conclusions and made specific recommendations.