本研究以TIMSS 2003台灣數學科資料為資料來源，使用階層線性模式為統計分析方式，探討國小四年級及國中二年級，學生數學家庭作業完成時間與教師指派數學家庭作業頻率，對於學生數學學習成就的影響。研究結果顯示：在國小四年級，學生數學家庭作業完成時間與學生數學學習成就為負相關；教師指派數學家庭作業頻率與學生數學學習成就之間為正相關，但並不顯著。在國中二年級，學生數學家庭作業完成時間與教師指派數學家庭作業頻率，對學生數學學習成就皆有正向的影響。在國小四年級中，學生數學家庭作業完成時間與教師指派數學家庭作業頻率的交互作用，對學生數學學習成就為負相關，但不顯著。在國中二年級中，學生數學家庭作業完成時間與教師指派數學家庭作業頻率的交互作用，對學生數學學習成就為正相關，但不顯著。 / The research was to explore the effects of mathematics homework time and mathematics homework frequency on mathematics achievement in the fourth and eighth grades, using TIMSS 2003 Taiwan mathematics data as the resources and Hierarchical Linear Modeling as the statistical analysis method. The results showed that in the fourth grades, mathematics homework time had a negative relationship with mathematics achievement while mathematics homework frequency had a positive, but non-significant, relationship with mathematics achievement. In the eighth grades, both mathematics homework time and mathematics homework frequency had positive effects on mathematics achievement. In the fourth grades, the interaction between mathematics homework time and mathematics homework frequency had negative, but non-significant, effects on mathematics achievement while in the eighth grades, the interaction between mathematics homework time and mathematics homework frequency had positive, but non-significant, effects on mathematics achievement.

本研究旨在了解家庭作業與學習成就的關係。為達研究目的，本研究以階層線性模式分析「國際數學與科學教育成就趨勢調查」2007年4年級學生資料；2007年8年級學生資料；以及2011年8年級學生資料，接著，本研究再以結構方程模式的長期追蹤交叉延宕模式，分析「臺灣教育長期追蹤資料庫」2001年、2003年及2005年追蹤樣本學生資料，本研究主要發現： 一、臺灣4年級學生的學生層次數學家庭作業時間對數學學習成就有顯著負向地影響效果；學生層次科學家庭作業時間對科學學習成就也有顯著負向地影響效果。 二、臺灣4年級學生的班級層次數學家庭作業頻率對數學學習成就沒有顯著地影響效果；班級層次科學家庭作業頻率對科學學習成就也沒有顯著地影響效果。 三、臺灣8年級學生的學生層次數學家庭作業時間對數學學習成就有顯著正向地影響效果；學生層次科學家庭作業時間對科學學習成就也有顯著正向地影響效果。 四、臺灣8年級學生的班級層次數學家庭作業頻率對數學學習成就有顯著正向地影響效果；班級層次科學家庭作業頻率對科學學習成就也有顯著正向地影響效果。 五、臺灣2001年7年級陸續追蹤至2005年11年級的學生，其家庭作業時間與學習成就有顯著正向地相互影響效果。 / This study aimed analyze the relationship between homework and learning achievements. Hierarchical linear modeling was used to analyze the 4th grade of elementary school students from Trends in International Mathematics and Science Study (TIMSS) 2007, 8th grade of junior high school students from TIMSS 2007, and 8th grade of junior high school students from TIMSS 2011. Moreover, structural equation modeling with cross-lagged panel modeling was used to analyze the core panel sample data from Taiwan Education Panel Survey (TEPS) in 2001, 2003, and 2005. The major findings were as follows: 1. Taiwan 4th grade of elementary school students’ student-level mathematic homework time could negative predict the mathematic learning achievements significantly, and student-level science homework time could also negative predict the science learning achievements significantly. 2. Taiwan 4th grade of elementary school students’ class-level mathematic homework frequency could not predict the mathematic learning achievements significantly, and class-level science homework frequency could also not predict the science learning achievements significantly. 3. Taiwan 8th grade of junior high school students’ student-level mathematic homework time could positive predict the mathematic learning achievements significantly, and student-level science homework time could also positive predict the science learning achievements significantly. 4. Taiwan 8th grade of junior high school students’ class-level mathematic homework frequency could positive predict the mathematic learning achievements significantly, and class-level science homework frequency could also positive predict the science learning achievements significantly. 5. Taiwan 7th grade of junior high school students to 11th grade of senior high school students’ homework time could positive predict the subsequent learning achievements significantly, and learning achievements could also positive predict the subsequent homework time significantly.