National Academy for Educational Research

　　鑒於過去研究少以大規模具代表性樣本和標準化工具，比較新移民與非新移民子女學習表現差異，本研究旨在於了解「新移民子女」與「非新移民子女」於國語文與數學之學習表現的差異，並探究各項影響因素之效果量。研究對象為100學年度在學之四、六年級新移民，並以非新移民子女為對照。經分層叢集抽樣，四年級新移民子女國語文與數學樣本數為4001人，非新移民國語文樣本數7835人、數學樣本數8128人；六年級新移民子女國語文與數學樣本數為4017人，非新移民國語文樣本數9772人、數學樣本數9588人。另訪談五位榮獲總統教育獎之新移民子女及其監護人。

　　研究工具為國語文與數學成就測驗、調查問卷、以及訪談大綱。成就測驗試題取自TASA題庫，歷經嚴謹修審題程序，具備良好專家效度；國語文題本內部一致性介於0.69至0.84之間，數學題本內部一致性介於0.77至0.86之間。調查問卷與訪談大綱則由研究團隊自編而成。調查問卷歷經文獻探討、18位專家學者審查、以及二次預試，並進行試題分析、信度分析以及驗證性因素分析，顯示信效度良好，學校因素內部一致性介於.80至.89之間，家庭因素內部一致性介於.70至.79之間，個體因素內部一致性介於.75至.91之間。正式施測後，藉由加權使樣本代表母群體，並以Jackknife方法估計「新移民子女」與「非新移民子女」於國語文與數學之學習表現標準誤，再計算其信賴區間，檢視學習表現是否達統計上顯著差異。

　　學習表現之研究結果發現，就讀四、六年級新移民子女之國語文與數學表現，均顯著地低於非新移民子女學習表現。再將樣本分為「大陸與港澳」、「東南亞」以及「非新移民」三組進行學習表現差異比較。就國語文而言，四年級「東南亞」和「非新移民」相較、「大陸與港澳」和「非新移民」相較，均有顯著差異，且為大效果量；六年級「東南亞」和「非新移民」相較、「大陸與港澳」和「非新移民」相較，仍有顯著差異，但相對於四年級，其差異效果量較小。就數學來看，四年級「東南亞」和「非新移民」相較、「大陸與港澳」和「非新移民」相較，均有中、小幅度的顯著差異；六年級「東南亞」和「非新移民」相較仍有中幅度顯著差異、「大陸與港澳」和「非新移民」相較已無顯著差異。

　　此外，將樣本於調查問卷之學習表現相關因素十個構念的得分，分為高、中、低三水平，檢視三個水平於國語文與數學之學習表現是否達統計上顯著差異。結果發現，不同水平知覺「學校環境」和學習表現相關不顯著；不同水平知覺「班級常規」、「同儕關係」、以及「霸凌現象」和學習表現有部分相關。家庭因素方面，母親教養方式傾向為低獨裁、中度寬容、或者高開明權威，子女學習表現可能較高。個體因素對於學習表現的影響甚為普遍，正向自我概念與成功期望對於學習表現可能有助益。另一方面，對於四、六年級數學展現高興趣價值之「大陸與港澳」、「東南亞」、以及「非新移民」子女，數學表現高於低興趣價值之子女；然而興趣價值和國語文的學習表現之間，不論四、六年級都沒有關連性。

　　To date, studies comparing the academic performance of new-immigrant children and non-immigrant children have not utilized large, representative samples or standardized tools. Filling this gap in the literature by taking these shortcomings into consideration, the present study explores differences in academic performance between these groups in Mandarin and math, and attempts to identify the effect sizes of significant factors. Subjects were fourth- and sixth-grade new-immigrant students, with native Taiwanese students as the control group. The use of a stratified cluster sampling design yielded a sample of 4001 fourth-grade new-immigrant students and 4017 sixth-grade new-immigrant students. There were four Taiwanese control groups: 7835 fourth graders took the Mandarin test, 8128 fourth graders took the math test, 9772 sixth graders took the Mandarin test, and 9588 sixth graders took the math test. The research team also interviewed five new-immigrant families whose children had been honored with the President of Education award.

　　Mandarin and math achievement tests, questionnaires, and interviews were used to collect data. Achievement test items were taken from the item-bank of one project called Taiwan Assessment of Student Achievement and were tested extensively for validity. The Cronbach's alpha of test items for assessing Mandarin was 0.69–0.84, and inter-item correlation for Math items was 0.77–0.86. The questionnaire and interview guide were developed by the research team, who conducted an initial literature review and discussion before inviting eighteen experts to examine the questionnaire to verify its content validity. The research team conducted two pretests of the questionnaire to analyze its items, test internal consistency reliability by using Cronbach's alpha, and run a confirmatory factor analysis to examine its construct validity and factor structure. Results show strong validity and reliability. The Cronbach's alpha of school-related factors was 0.80–0.89, family-related factors was 0.70–0.79, and personal factors was 0.75–0.91. After conducting this formal test, samples were weighted to accurately represent the population, and Jackknife method was used to estimate standard error when comparing learning performance in Mandarin and math in new-immigrant and non-immigrant children. The confidence?intervals for learning performance were calculated to determine whether differences in learning performance between the two groups were statistically significant. Results showed that fourth and sixth grade new-immigrant children have significantly lower Mandarin and Math scores than non-immigrant children.

　　Following this analysis, the new-immigrant samples split were into two geographic groups: (1) China, Hong Kong, and Macau and (2) Southeast Asia. Learning performance between children belonging to these two sub-groups and non-immigrant children was then compared. There were significant differences with large effect sizes in fourth-grade Mandarin scores for both sets of comparisons: China, Hong Kong, and Macao vs. Taiwan, and Southeast Asia vs. Taiwan. There were also significant differences for both sixth-grade groups, but the effect size was smaller. There were slightly significant differences in fourth-grade math scores for both groups; differences in sixth-grade math scores between the Southeast Asia and Taiwan groups were moderately significant, but math scores between China, Hong Kong, and Macao and Taiwan did not differ significantly.

　　Subsequently, scores were divided into three groups: high, middle, and low. Ten correlated factors relating to learning performance were examined to see if they had a statistically significant effect on Mandarin or math scores. Results showed that score level was not significantly correlated with school environment, but was partially correlated with class adjustment, peer relationships, and bullying. In terms of family-related factors, individuals for whom the mother’s parenting style was “low authoritarian,” “middle permissive,” or “high authoritative,” tended to have better learning performance. Personal factors, especially self-concept and expectation of success, had a strong impact on learning performance. For all three geographic samples for both age groups, high interest value in the subject predicted better math scores, with low interest value in the subject being associated with lower math scores. However, interest value in the subject had no correlation with Mandarin performance for either fourth- or sixth-grade students.