臺灣近三十年新住民與非新住民學生的學業表現差異之後設分析檢證

A META-ANALYSIS OF ACADEMIC ACHIEVEMENT DIFFERENCES BETWEEN IMMIGRANT AND NON-IMMIGRANT STUDENTS IN TAIWAN OVER THE PAST THREE DECADES

研究目的
本研究旨在綜整2000年至2025年間臺灣有關新住民與非新住民學生學業表現差異之實證研究，藉由後設分析方法檢證兩者學業表現之整體趨勢與影響因素。研究動機源於近三十年新住民人口急遽增長及教育部多項扶助政策推展，惟過往研究對兩族群學業差異之結論分歧不一。是以，本研究結合鍾敏菁（2009）與謝名娟、謝進昌（2013）兩篇後設分析結果，並新增2012年至2025年間18篇研究進行後設分析。
研究設計／方法／取徑
本研究期能透過「水平延續」與「垂直深化」兩層分析，檢視兩族群學業差距的變化與其調節變項之作用。主要以Hedges’g為效果量，總計納入77篇文獻、98個效果值，並採隨機效果模式進行後設分析。同時針對六項調節變項（學業表現、地理區域、學習階段、出版類型、出版年代與數據來源）進行檢測，並輔以後設迴歸（meta-regression），以釐清異質性來源。
研究發現或結論
根據分析結果顯示，非新住民學生表現雖略高於新住民學生，但差距已屬低度效果，顯示兩者學業表現的落差正逐年縮小。進一步而言，地理區域與學習階段具顯著調節作用：東部地區差距最大、國小階段差距明顯而國中與高中則趨於無差異。此外，在學科類別中，數學能力、英文成績及社會科表現具顯著差異，但國語文表現已趨接近。出版年代方面，整體差距自2000年代初期之中度效果量下降至近十年之低度效果量，顯示族群差異隨時間遞減。出版偏誤檢測亦確認本研究結果穩健可信。
研究原創性／價值
本研究更新並擴充先前後設分析之範圍，兼顧水平延續與垂直深化，呈現臺灣三十年間新住民教育成效的趨勢。研究結果凸顯教育政策介入與社會支持制度對縮小族群差距應有正向關聯性，或能符應著新住民家庭環境與文化適應之提升，但此仍需更多後續實徵研究予以證實。
教育政策建議或實務意涵
本研究相關建議如下：其一，持續強化偏鄉與東部地區教育資源分配，改善結構性不平等；其二，於國小階段加強語文與數理基礎能力支持，落實早期介入；其三，後續研究宜擴及學習動機、策略與能力層面，深化對學業表現差異之理解。綜上所述，本研究不僅幫政策成效提供可能線索，亦為臺灣族群教育平權提供實證依據與後續研究基礎。

Purpose
This study conducted a meta-analysis of empirical research published between 2000 and 2025 to examine the academic achievement differences between immigrant (so-called“new immigrant”) and non-immigrant students in Taiwan. Motivated by the rapid growth of the immigrant population over the past three decades and the implementation of multiple educational support policies by the Ministry of Education, the study aimed to clarify inconsistent findings in previous research by integrating two prior meta-analyses (Chung, 2009; Hsieh & Hsieh, 2013) and incorporating 18 additional studies from 2012 to 2025.
Design/methodology/approach
The analysis adopted both“horizontal extension”and“vertical deepening”approaches to examine changes in academic disparities between the two groups and the effects of moderating variables. Using Hedges’g as the effect size index, a total of 77 studies (98 effect sizes) were analyzed under a random-effects model. Six moderators were examined along with meta-regression: academic achievement, geographical region, educational stage, publication type, publication period, and data source.
Findings/results
The results revealed an overall small effect size, indicating that non-immigrant students performed slightly better than immigrant students, and the performance gap has gradually narrowed over time. Significant moderating effects were found for geographical region and educational stage: the largest gap appeared in eastern regions and in the elementary stage, while differences in junior and senior high school were negligible. Subject-wise, notable gaps persisted in mathematical ability, English achievement, and social studies, whereas differences in Chinese language performance nearly disappeared. In terms of publication period, the overall gap decreased from a moderate effect size in the early 2000s to a small effect size in the past decade. Publication bias tests also confirmed that the results are robust and reliable.
Originality/value
This study contributes by updating and extending prior meta-analytic evidence, incorporating both horizontal extension and vertical deepening, offering a thirty-year overview of educational outcomes for immigrant students in Taiwan. Findings underscore the positive association between educational policy interventions and social support mechanisms and the reduction of group disparities, which may correspond to improvements in family environments and cultural adaptation 2 among immigrant populations. However, this still requires further empirical verification.
Implications for policy/practice
Policy implications include enhancing educational resources in rural and eastern regions to improve structural inequalities, reinforcing basic literacy and numeracy support at the elementary level to implement early intervention, and extending future research to include learning motivation, strategies, and abilities. Overall, the results provide possible insights into policy effectiveness and offer empirical evidence and a foundation for subsequent research on educational equality among different groups in Taiwan.