HKIER

Abstract

The purpose of this study was to employ the multi-level statistical model to investigate the relationship of the school social environment to the performance of students.

The school environment was conceptualized into five aspects: instructional, structural, human, political, and cultural. The student performance was assessed in terms of learning efficacy and the Chinese, English, and Mathematics achievements in the Hong Kong Attainment Test.

The study was a cross-sectional survey, involving 61 aided primary schools, 1407 teachers, and 4715 students in Hong Kong. There were two levels of analysis — school environment variables at the school level, and the student performance at the individual level.

The correlation analysis and one-way ANOVA revealed that some components of the school environment are related to certain school contextual factors. The multi-level analysis revealed that the contribution of environmental factors such as the caring and support factor, formalization factor, and pupil control factor to students' Chinese, English, and Mathematics achievement cannot be ignored.

摘要

本文旨在探討學校社群環境與學生表現的關係。學校社群環境包括教學環境、結構環境、人際關係環境、政治環境和文化環境五部份。學生表現則包括學生的學習效能及香港學科測驗的中、英、數三科成績。

本研究是採用橫斷式調查法，對象有61所津貼小學，當中包括1,407位教師及4,715名學生。研究主要是用兩層統計分析法。分析結果顯示環境變項中的關懷支持因素、正規化因素、及學生控制因素與學生的學科測驗成績的關係不可忽略。單因子變異分析和相關分析亦顯示學校的社群環境與一些外在情境有相關。