英文摘要 |
This study aims to examine the influencing factors on economics education in senior high school, as well as how economics education affects student performance in the General Scholastic Ability Test (GSAT), whether it correlates with students’ accepted university ranking, and their decision on majoring in economics or business-related fields. This study aims to demonstrate the importance and impact of economics education, serving as a reference for educational authorities in budgeting and policy planning for economics education. The study first comprehensively reviews the curriculum and syllabi for economics education in the subject of Civics and Society from the past century. Next, the definition and importance of economics education are analyzed. Additionally, the study examines the existing literature on senior high school economics performance and university enrollment outcomes. In the empirical research section, regression analysis based on data collected from students enrolled in a public senior high school in New Taipei City in 2018 was performed. The data included their grades in Chinese, English, Mathematics, and Civics and Society, their GSAT scores, and information regarding the university and major they ultimately enrolled in. The study first examines the factors influencing their economics performance and identifies some differences from previous research. It was found that female students performed better in economics than male students and that the level of prior mathematics education does not have a significant impact on senior high school economics performance. Additionally, the study shows that students in the social science track performed better than those majoring in either the natural sciences or medical sciences tracks. The study found a correlation between economics performance with GSAT and the choice of major. After controlling for students’ grades in Chinese and Mathematics, it is found students with better economics performance also achieved higher scores in Chinese and Mathematics in GSAT. This finding suggests that the “unique analytical approach” in economics plays a crucial role in the performance of certain subjects. The study also found that students who performed better in economics have a higher chance of entering the top 10 universities, although this is significantly less pronounced when narrowing to only the top 5 universities. Furthermore, without controlling for students’ tracks, it is found that students with better economics scores are more likely to be admitted to economics or business-related majors. This study is the first to analyze the factors influencing the performance of senior high school students in Economics and its impact on their university enrollment in Taiwan. The findings demonstrates the considerable influence of economics performance on the future development and options for Taiwanese senior high school students. Economics education can achieve the “dual benefits” in terms of personal rational decision-making and national policy development. Lastly, the researchers suggest that educational authorities allocate more funding or subsidies to curriculum planning related to economics, and especially promote relevant programs more actively to improve awareness and applications from Civics and Society teachers, enhancing economic literacy and competence among Taiwanese citizens and effectively addressing the increasingly complex economic issues and challenges of today. |