本研究旨在探討有關城鄉地區高中生、補習與學習成就的相關問題，試圖分析城鄉與其他背景因素影響下的補習類型抉擇（沒有補習、校內課後輔導、校外補習），並瞭解不同補習類型、補習時間長短和主動參與補習的心態對學習成就的影響，以及補習類型對不同學習成就學生的影響差異，最後再觀察城鄉地區差別下，補習對學習成就的作用力差異情形。 研究者為了探討上述的問題，使用中央研究院2003年「臺灣教育長期追蹤資料庫」（TEPS）第二波全國高中職∕五專學生樣本進行分析，因考量到普通高中、綜合高中、高職與五專的校外補習比例差異頗大，整個學習的導向也相去甚遠，故刪去綜合高中技能類科、高職與五專樣本，僅分析高中與綜合高中普通科學生共6,278筆的資料，資料依不同研究目的，使用T考驗、卡方考驗、單因子變異數分析和多元迴歸等統計方法進行研究，研究主要發現如下： 一、背景因素與補習參與的關係 （一）城鎮地區傾向校內課後輔導，都市地區傾向校外補習。 （二）都市的私校學生比公立學生更傾向參與課輔，城鎮則沒有差異。 （三）兄弟姊妹數愈多，對都市高中生參與課輔的機會愈有不利的影響。 （四）城鎮女生較之男生，顯然有較高的校外補習機會。 二、補習與學習成就的關係 （一）校外補習與校內課輔都能明顯提升學習成就，但兩者無顯著差異。 （二）校外補習時間愈長學習成就愈佳，但有邊際效用遞減的現象； 課輔時間過短對學習成就有負面影響。 （三）一年內的補習或課輔效用依然顯著，但補習的影響力下降較大。 （四）校外補習的效果若要顯現而出，學生主動參與的心態是關鍵。 （五）課輔與補習對學習成就較低者的效用最大；文化資本對學習成就 居中者的正面影響最強；課輔與補習對學習成就較高者沒有意義。 三、城鄉差別下，補習與學習成就的關係 （一）參與校外補習對城鎮與都市學生的學習成就皆有顯著效益。 （二）參與校內課輔對都市學生的學習成就有顯著效益。 （三）課輔時間過長對都市學生產生不利的影響，但對城鎮學生 卻沒有不利的作用。 （四）補習時間長度對城鎮學生沒有太大影響，但對都市學生比較有影響力。 （五）影響城鎮高中生學習成就的關鍵在於校外補習，都市高中生則否。 （六）一年內的校外補習有益於城鎮高中生的學習成就。 最後根據這些研究發現與結論，本研究提供具體建議給學生、家長、教育行政機關與後續研究作為參考，希冀能讓大眾對校外補習與校內課輔更加瞭解，進而掌握運用。

近年來教育部為了秉持弱勢關懷的精神，推動不同形式的課後輔導計畫，目的就是為了落實弱勢學童的教育輔導。相較於以往的課後輔導多以成人的需求去安排學習，但成效往往不佳，不禁讓研究者去思考：「什麼樣的教育才是弱勢學童所需要的？」因此，本研究選取此位於偏鄉的課後輔導機構「孩子的書屋」作為研究的個案，從國中生的角度，藉由訪談的方式，輔以田野札記、省思紀錄及文件資料等工具，試圖進行資料中種種現象的理解與意義的建構，分別呈現四位國中生的研究結果及綜合討論，得到的研究結論如下： 一、課業需求方面 （一）書屋的教師能針對孩子的學習困境與程度，以淺顯易懂的輔導方式提供孩子所需的補救教學；同時，師生雙向互動的教學法，讓孩子勇於在課堂中表達自己的想法。 （二）書屋教師因師資不足時而採用電腦輔助的教學方式，導致孩子在面臨學習困境時，無法及時向教師尋求協助。 二、興趣需求方面 （一）書屋從「孩子能力」而非「課業」的角度來發展課後學習活動，並試圖理解孩子的主體需求，協助其進行生涯探索。 （二）孩子在音樂會、單車訓練以及各種學習課程體驗中重新賦予自我定位的角色，找回對自己的認同與自信。 （三）非強制性的課後學習活動，讓孩子在選擇上擁有較多的自主權。 三、在生理需求方面，書屋具有生活照顧的機能，提供晚餐、親職照顧、個人衛生清潔的教導，關注孩子的生理需求。 四、心理需求方面 （一）書屋營造的安全環境以及師生關係的正向經營，讓書屋教師和孩子的互動關係上，分別扮演教師、談心的朋友以及家人三種角色，藉由同理學生的情緒與學習狀態，有助於孩子的心理需求得到即時的關注。 （二）家長和孩子對書屋的認知不同，家長則視書屋為課業補救輔導的場所；孩子卻認為書屋主要為興趣發展、娛樂、社交的場所。面臨親子之間對書屋的認知衝突，書屋扮演孩子親子溝通的橋樑，協助改善親子關係。 五、在社會需求方面，藉由與同儕的互動關係，讓孩子在書屋找到歸屬感；然而，國中同儕大量流失的問題會間接影響孩子來書屋的意願、人際互動的模式。 六、影響四位書屋國中生書屋意義建構的相關原因，是起因於孩子本身、隱藏在背後的複雜家庭狀況以及學校部分。其中，在個人層面為學童本身的個性、學習態度及人際關係不佳；在家庭層面為家庭型態、家長教育期望及親子互動關係；在學校層面為教師的教學方式與態度、上課所造成的疲憊、學生的分類、師生互動關係。 最後，依照研究結果，研究者針對課後輔導的機構以及後續研究給予建議。 / Recently, in order to be based on the spirit of caring for the under-priviledged minority, Ministry of Education promoted vary forms of after-school programs. The purpose of the program was to carry out education guidance of under-priviledged children.　But after-school programs which were designed from the adults’ perspectives to arrange the learning in the past, the results were not as well as they expected .The researcher started to think: “ What kinds of education was needed for these under-priviledged children? “ Therefore, this study took “ Kid’s Bookhouse ” as an case. From the perspective of junior high school students, the study was carried out mainly by interviews and proved by field note, reflection journal and documents to explain these phenomena from the field, reconstruct these information and meaning. The results of the four junior high school students were presented as a comprehensive discussion. The resulting conclusions are showed as following: 1. In terms of school work needs: (1) The teachers in the “ Kid’s Bookhouse” could provide different teaching strategies that depend to the different learning difficulties of the child. Meanwhile, children could express their ideas easily in the classroom by two-way teacher-student communication. (2) Because the number of the faculty was decreasing, the teacher in the “ Kid’s Bookhouse” used the computer-assisted instruction. It led the child to be unable to seek help from teachers when she faced the learning difficulties. 2. In terms of interesting needs: (1) Instead of "homework finishing" ,the “ Kid’s Bookhouse” developed after-school program from the children’s ability and understand their needs to explore careers. (2) Children found their own identity and self-confidence in variety programs: concert, bicycling training courses and so on . (3) Non-mandatory after-school learning activities made children have more autonomy in choice. 3. In terms of interesting needs, the “ Kid’s Bookhouse” had a life care function, provided dinner, parenting care, personal hygiene teachings and physical needs of the child. 4. In terms of psychological needs: (1) To create a secure environment and a positive attitude of teacher-student relationship in the “ Kid’s Bookhouse” , teachers played three roles : a heart-to-heart talking as a friend, interaction as family and the teacher. By understanding student's emotional state and learning, it paid immediate attention to help the child's psychological needs. (2) Parents and children had different standpoints of the “Kid’s Bookhouse”. The parents took the “ Kid’s Bookhouse” as a place to remedy schoolwork, but children tought the “Kid’s Bookhouse” as a place to develop hobbys, engaged in recreation and promoted social skill. Faced with cognitive conflict between parents and children to the “ Kid’s Bookhouse” , the teacher played a role of communication bridge between parents and children to improving parent-child relationship. 5. In terms of social　needs, by interaction with peers, the children found a sense of belonging in the “ Kid’s Bookhouse” . However, the huge decreasing of student indirectly affected the desire of child to come to there and their interpersonal patterns. 6. Related factors affecting four children in the “ Kid’s Bookhouse” were due to the child itself, hidden behind a complex family and school condition: (1) At the individual level was for children's own personality, learning attitude and poor relationships. (2) At the household level was for family patterns, parental expectations and the interaction between parent-child education. (3) At the school level was for teachers teaching methods and attitudes, school fatigue caused by classification of students, teacher-student interaction. Finally, in accordance with the findings, the researcher gave advice for after-school tutoring agency and following-up studies.