| Summary: | 碩士 === 國立暨南國際大學 === 比較教育學系 === 99 === This research focuses on the family socioeconomic influence on students’ academic performance. Based on the TIMSS 2003 Data of the International Association for the Evaluation of Educational Achievement (IEA), I made an analysis of the questionnaires and the mathematic academic achievements of 8th graders involved in order to examine the family socioeconomic influence on the students’ math performance. The influence of Gross National Income per Capita on national math performance is taken into consideration during the research process. The number of the countries and areas involved in the TIMSS 2003 is 47. This research covers ten countries of the highest Cross National Income per Capita and ten countries of the lowest respectively in order to conclude the factors that influence the mathematic academic achievement in different countries and to examine the socioeconomic factors of students’ math performance in a certain country.
The conclusions are followed:
1. The raise of Gross National Income per Capita can be beneficial to students’ math performance.
2. The factors of volume of books at home, family educational resources and the highest education of parents are related to the students’ mathematic academic achievement.
3. The factor of language (the use of target language at home) is not related to students’ mathematic academic achievement due to the influence of the composition of people, cultures and religions.
The following suggestions are offered:
1. The wealthy countries should offer assistance for those economically-disadvantaged countries to raise Gross National Income per Capita of the latter.
2. The government should strengthen social education to boost family education.
3. The government should promote adult education and recurrent education to upgrade the education of parents.
Keywords：family socioeconomic status (SES), TIMSS 2003, mathematics achievement
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