學生家庭經濟社會文化地位與數學素養關聯之後設分析:PISA 2022 資料為例

Meta-Analysis of the Relationship Between Students' Family Economic, Social and Cultural Status and Mathematics Literacy: Evidence PISA 2022 Data

本研究探討學生家庭經濟社會文化地位(ESCS)與數學素養關聯的效果量，以及國民所得對於學生的家庭 ESCS 與數學素養關聯的效果量影響。從 2022 年國際學生能力評量計劃蒐集 78 個國家(包括臺灣)的 557,754 名樣本。後設分析顯示:78國家的家庭 ESCS 與數學素養關聯之平均效果量為 0.38，屬低度效果，其中 3 個國家的家庭 ESCS 與數學素養關聯效果量高於 0.50，最高的國家為斯洛乏克；64 個國家的效果量在 0.31 至 0.49，11 個國家低於 0.30。臺灣的效果量為 0.41，解釋變異量在 16.56%。效果量最低的是柬埔寨與烏茲別克各為 0.09 及 0.14。歐洲、美洲、亞洲、大洋洲國家具有明顯效果量。歐洲、美洲及大洋洲都高於亞洲國家，亞洲國家的效果量最低。各國國民所得愈高，家庭 ESCS 與數學素養關聯的效果量愈大。這說明了提升國民所得會讓家庭 ESCS 與數學素養關聯效果量提高。學校要提升學生數學素養應注意學生家庭學習資源，而政府應從提升國民所得來因應。

 

This study explores the effect size of the association between students’ economic, social and cultural status (ESCS) and mathematics literacy, and the effect size of national income on the association between students’ ESCS and mathematics literacy. 557,754 samples from 78 countries (including Taiwan) were collected from the Program for International Student Assessment (2022). The meta-analysis showed that the average effect size of the association between ESCS and mathematics literacy in 78 countries was 0.38, which was a low effect size. Among them, the effect size of the association between ESCS and mathematics literacy in 3 countries was higher than 0.50. The highest country is Slovak; 64 countries had effect sizes between 0.31 and 0.49, and 11 countries had effect sizes below 0.30. The effect size of Taiwan was 0.41, and the explained variation is 16.56%. The lowest effect sizes were found in Cambodia and Uzbekistan, which were 0.09 and 0.14 respectively. The effect sizes for countries in Europe, America, Asia, and Oceania had significant effects. The Europe, America and Oceania were higher than those in Asian countries, with Asian countries having the lowest effect sizes. The higher the national income of country, the larger the effect size associated with ESCS and mathematics literacy. Representing national income will increase the effect size of the correlation between students’ ESCS and mathematics literacy. If schools want to improve students’ mathematics literacy, they should pay attention to students’ home learning resources, and the government should improve national income.