學校教師因素對國三生數學成就之跨層次影響：考量參與數學補習的國中生個人因素

Moderation Effect of School Teachers’Teaching on Mathematics Achievement: Controlling for Ninth Graders’Factors in a Multi-Level Analysis of Math Cram Schooling

研究目的
學生的數學學習一直是教育界關切的焦點。數學補習也是普遍性的現象。有關補習的成效已有許多大型的研究，但本研究旨在針對臺灣已參與數學補習的國三學生，探討他們的補習特色以及其學校數學教師的教學方式對學生的數學成就的影響。
研究設計／方法／取徑
研究者使用「臺灣教育長期追蹤資料庫」問卷資料第二波調查之國三學生5,521人、所對應之學校數學教師910人來進行階層線性模型的分析。在個人層次，有學生的性別刻板印象、努力程度、自我教育期望、以及數學補習特色；在總體層次，則為學校教師使用多元教材教法。本研究主要探討在控制學生性別與學校教師年資後，個體與總體跨層級交互作用影響數學成就的情形。
研究發現或結論
分析發現，在跨層次交互作用中，學校教師多元教材教法在學生努力程度與數學成就間，扮演正向調節效果，尤其是對每天努力不到1小時、以及超過6小時者。此外，學校數學教師多元教材教法在數學補習特色重點整理與數學成就間有負向調節效果，亦即隨著教師教法分數越高、有此補習特色的數學成就會變小。
研究原創性／價值
本研究顯示了教師多元教材教法的影響力，以及對補習的調節作用。作為探討學校教師教法的大型資料分析，本文可說是先驅研究。
教育政策建議與應用
本文對學校教師的教學特色重要性予以闡述。有鑑於補習的進度會比學校來得快，且補習班多給予以升學導向為主的速解步驟，所以學校教師若是利用多元教材教法，才更能引起學生主動學習之興趣。

Purpose
Mathematics achievement is the focus of mandatory education. In Taiwan, cram schooling is popular for improved achievement, and its effects have been investigated in several large-scale studies. However, the impact of schoolteachers’instruction on mathematics achievement is not yet clear.
Design/methodology/approach
The present study applied hierarchical linear modeling to investigate the moderating effect of student and teacher factors on mathematics achievement. The data used in the present study were from a second-wave investigation of the restricted version of student and math teacher questionnaires from the Taiwan Education Panel Survey. In total, 5,521 students were nested among the 910 math teachers. At the micro level, students’gender stereotypes, educational expectations, and study times were used, and at the macro level, the variable was schoolteachers’multimethod instructions.
Findings/results
The results showed that study time, cram schooling, and schoolteachers’multi-method instructions had significant effects on mathematics achievement. Most importantly, teachers’multimethod instructions had a positive moderating effect between study time and mathematics achievement, and negative moderating effect between cram schooling and mathematics achievement.
Originality/value: This is the first study to undertake a large-scale survey analysis to demonstrate the effect of school teachers’multimethod instructions on mathematics achievement clarifying the moderating effect of cram schooling. This study offers important insights into mathematics teaching in schools.
Suggestions/implications
Contrary to cram schooling’s quick fix, school teachers are advised to use multi-method instructions to enhance students’achievement and motivation, especially for low and high achievers.