[ 摘要 ]

多元入學方案與九年一貫實施後，全國參與補習之學生增加許多。參與補習對學業成績真的有助益嗎？出身背景對參與補習又有多大影響？原漢學業成績不同，有多少可歸因於參與補習之不同？就成為很值得探究的問題。本研究運用2005年「台東縣教育長期追蹤資料庫」的國二學生與家長樣本資料，採用路徑分析，探討族群等背景變項透過參與補習（含學科、才藝補習）對學業成績的影響。研究發現顯示：台東地區國中生的參與學科補習項數對學業成績有很大的正影響（β=.36）；才藝補習項數則對學業成績的影響不顯著；原住民平均成績（42.76分）低於漢人（55.53分）12.77分，有36.4％可歸因於原住民參與學科補習較漢人少。

[ 英文摘要 ]

After implementing the multiple entrance program and the Nine-Year integrated curriculum, the amount of students participating in cram schooling largely increases. Is it helpful to participate in cram schooling for the academic achievement? How do the influence of background on the participation in cram schooling? How do the difference of the academic achievement between aborigines and Hans result from the difference of the participation in cram schooling?

We adopted the data “Taitung Educational Panel Survey for the eighth graders and their parents in 2005”, and used the path analysis to explore the causal mechanism that the background, such as aborigines and Hans, influenced the academic achievement through cram schooling, including academic and art cram schooling. The finds of this study are as follows:

1. The numbers of academic cram schooling have a large positive effect on students’ academic achievement in Taitung (β=.36).

2. The numbers of art cram schooling effected on the academic achievement are not significant.

3. Aboriginal average academic achievement (42.76) is lower 12.77 scores than Hans’ (55.53). There are 36.4% differences to attribute to that fact which aborigines participate academic cramming less than Hans.