Abstract: Using data from 30 educational systems, this study presents between-country differences in the prevalence and the duration of participation in mathematics and science tutorials after school. Gender, family socioeconomic background, academic performance, and urban-rural gap in school location are analyzed for correlations with participation in after school tutorials. Cross-nationally, Taiwan showed a very high percentage of long-term tutorial participation (over eight months during the last 12 months). Among Taiwanese eighth-graders, the distribution of tutorial participation is bimodal and M-shaped. That is, the two extremes, those who did not participate and those who had a long-term participation give rise to two modes, each has more than 40% of the students. For Taiwanese eighth-graders, tutorial participation and its duration are heavily influenced by family socioeconomic status and school location. The influence of family socioeconomic status on tutorial participation is laHUANG Min-Hsiung_A Cross-National Study of After School Tutorial Participation Among Eighth Gradersrger in Taiwan than in most other countries. In Taiwan, the rural-urban gap in tutorial participation is significant, especially in science. The proportion of Taiwanese students participating in after-school tutorials increased by 4 to 6 percentage points from 2015 to 2019.
Keywords: shadow education, family background, academic achievement, cross-national analysis, urban-rural gap, TIMSS
摘要: 本研究使用一項跨國學生評量調查資料庫，針對數學與自然科學，分析八年級學生參加校外補習的普及程度與持續補習的月數，並做30個國家/地區的比較。此外，本研究也分析校外補習與性別、學校所在城鄉別、家庭背景及學科表現的關係。跨國比較下，臺灣在數學與科學上，都有很高比例的長期補習（過去一年補習超過八個月）。臺灣八年級學生的補習分布呈現差距極端化的「M型分布」；例如，在數學科目上，沒有補習與長期參與補習的學生各佔四成多。家庭社經背景對臺灣八年級學生的補習參與及持續月數的影響之大，在各國之中名列前茅。臺灣校外補習普及程度的城鄉差異顯著，特別是在自然科學上。從2015到2019，臺灣八年級學生的數學與科學補習比例提高了4到6個百分點。
關鍵詞: 補習、家庭背景、學習表現、跨國分析、城鄉差異、國際數學與科學教育成就趨勢調查
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