國家發展因素與學生學習成就關聯之探討：以UNDP、World Bank、PIS資料為例

The Relationship Between National Development Factors and Students' Learning Achievement: Evidence from UNDP, World Bank, PISA Data

This study obtained data from 56 countries from UNDP (2019), World Bank (2019), 2018 PISA and explored the correlation between national development factors and achievements in mathematics, science and reading, and obtained the following conclusions: The higher the number of years of education, the higher the enrolment rate of secondary education, the more gender equality in the country, the better the academic achievement. The higher the ratio of education expenditure to the gross national product, the worse the performance of mathematics, science and reading learning achievement respectively. There was a significant positive correlation between the ratio of research and development expenditure to the gross national production respectively. But there was no significant correlation between national income and learning achievement. This was caused by the mutual suppression of national income and gender equality index. After including the above six input variables, the relative performance of Taiwanese students in mathematics, reading and science learning achievement in 56 countries, mathematics and science learning achievement were higher than the average level of 56 countries respectively, but reading learning achievement was lower than 56 countries average. The contributions of this research were to explore the factors of learning achievement with the country as a unit, and found that the more gender equality in the country, the longer the number of years of education, the ratio of secondary education, the more investment in research funding, the better the learning achievement, but the more investment in education funds, the lower the learning achievement. In response to the above conclusions, in-depth discussions and specific suggestions were made.