《台灣社會學》

校外補習在台灣十分普遍，是眾所關心的現象，有賴實證分析加以呈現，並透過跨國比較，顯明其特殊性。本研究針對數學與自然科學兩個科目，跨國分析八年級學生參與校外補習的普及程度，以及補習參與和學生家庭社經地位、學科表現的關係，並針對台灣分析校外補習參與的性別、城鄉及跨年差異。研究結果發現，台灣八年級學生參與補習大多是長期持續性的（過去一年補習超過8 個月），補習參與呈現差距極端化的「M 型分布」，沒有補習和長期補習的比例最高。家庭社經地位對台灣八年級學生能否長期補習的影響很大，在各國之中名列前茅。在台灣，數學的補習參與，女生略高於男生；自然科學的補習參與，則無性別差異。台灣在長期的補習參與上，城鄉差異顯著，且不能歸因於城鄉在家庭社經地位上的落差；相較於數學，自然科學方面的補習參與有更顯著的城鄉差異。「免試入學」的政策在2014 年啟動，同一年起，「國中教育會考」將各科考試成績大幅化約為七個標示，以降低升學考試壓力。然而，本研究發現，從2015 到2019 年，台灣八年級學生參與補習的比例不減反增。

This cross-national analysis examines participation in after-school tutoring, which is very common among students in Taiwan. The study presents cross-national differences in the prevalence and the duration of participation in mathematics and science tutorials after school among eighth-graders. Family socioeconomic status and academic performance are analyzed for correlations with participation in after school tutoring. In the case of Taiwan, this study analyzes gender diff erences, urban-rural gap, and over-time changes in tutorial participation after school. 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 was bimodal and M-shaped. That is, the two extremes, those who did not participate and those who participated long-term, gave rise to two modes. For Taiwanese eighth-graders, tutorial participation and its duration were heavily influenced by family socioeconomic status and school location. The infl uence of family socioeconomic status on tutorial participation was larger in Taiwan than in most other countries. In Taiwan, the rural-urban gap in long-term tutorial participation was signifi cant, especially in science. The proportion of Taiwanese students participating in after-school tutorials increased from 2015 to 2019. Therefore, the "examination-free admission program" and associated high-school entrance examination reform, which reduced the scale of test performance for each subject to merely seven levels, did not reduce participation in after-school tutorials for Taiwanese students.