An Analysis of Multi-Level Model of Influencing Factors on Reading Achievements of Elementary School Students: Evidence from Taiwan and Singapore PIRLS 2011

• Main Authors: LIN,HSIN-YEN, 林信言
• Other Authors: CHANG,FANG-CHUAN
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/tjw7f4

博士 === 國立臺北教育大學 === 教育經營與管理學系 === 105 === This study investigated factors affecting the reading achievement of fourth-grade elementary school students in Taiwan and Singapore. The secondary data analysis method was adopted, and the subjects were 4,293 and 6,367 fourth-grade elementary school students in Taiwan and Singapore respectively. The secondary data were obtained from the database established by PIRLS 2011. These students’ responses to the questionnaire were analyzed using methods including descriptive statistics, independent-sample t-test, one-way ANOVA, multiple regression, and hierarchical linear modeling. The conclusions were as follows: 1. In Taiwan and Singapore, the reading achievement and affecting factors differed significantly among schools and should not be ignored; 2. The reading achievements among students in Taiwan was only affected by background variables, context variables and mediator variables. In contrast, the reading achievement among students in Singapore was affected by cross-level, including background variables, contextual variables, and mediator variables. This has resulted in clear differences between the reading achievements of Taiwan and Singapore. 3. At the individual level of both Taiwan and Singapore, the important mediator variable affecting reading achievement varied among students. 4. At the overall level, among students of Taiwan and Singapore, the larger the school size, the better the learning achievement; among schools of Singapore, parents’ education degree, parental participation, reading ability, and reading attitude were all positively related to reading achievement; among students of Taiwan, the above relation was inexistent. 5. The cross-level interaction effect among students of Taiwan and Singapore: school size moderated the effect of reading ability on reading achievement. Finally, based on the above conclusions, this study proposed suggestions to schools, teachers, parents, and future researchers respectively.