Eighth grade Students’ perception on School Safety and Their Educational Achievement: A Comparative Study Using TIMSS 2003 Data

• Main Authors: Chia-Yen Tsai, 蔡佳燕
• Other Authors: Fang-Sheng Chiang
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/16535980686462051114

碩士 === 國立暨南國際大學 === 比較教育學系 === 96 === This study, based on the theory of school effectiveness, explores eighth grade students’ perception on school safety and their learning achievement. First, it describes various dimensions of school safety in Taiwan, Hong Kong, Japan, South Korea and Singapore, and then examines the extent to which students’ learning achievement being affected by school safety. Second, because students’ learning achievement is influenced by their personal motivation and family resources, therefore the correlation between achievement and students’ educational expectation, and the correlations between achievement and family resources are checked. Finally, after controlling for variables of educational expectation and family resources, this study examines how students’ perception of school safety influences their learning achievement in these five Asian countries/areas. Data of this study are taken from Trends in International Mathematics and Science Study of 2003 (TIMSS 2003), which are made available by the International Association for the Evaluation of Education Achievement (IEA). Statistical methods used include frequency distribution, means analysis, analysis of variance (ANOVA) and multiple regression analysis. Results show that: (1) In these five countries/areas, “jeering” is the most common and “exclusiveness” is the least on average; (2) Generally speaking, in these five countries/areas any dimension of school safety will affect students’ learning achievement. Students who were not bothered by any of these problems have higher learning achievement than those who were. (3) There is a positive correlation between family resources and students’ learning achievement; and a positive correlation between students’ educational expectation and their learning achievement as well. (4) Students’ perception on school safety has an influence on their learning achievement in Taiwan, Hong Kong, Japan and Singapore. Students rated school safety higher tend to have higher learning achievement, after controlling for their parent’s educational level, family resources, and educational expectation of themselves. (5) In Taiwan, Hong Kong, Japan, and Singapore, to estimate learning achievement, the most important factor is educational expectation, followed by the stock of books in family, parents’ educational level. Students’ perception of school safety is ranked as the least. Finally, based on these results, this study offers its recommendations for school teachers, educational administrators and researchers.