本研究探討高職生參與課外補習，對於晉升四技之影響。近年來，關於補習的研究非常多，但這些研究多半處理國中升高中、高中升大學階段，極少涉及技職體系。技職體系本重視技能、非升學導向，但現今高職生參與課業補習蔚為風潮，相當值得深入探討。本研究分析資料為「臺灣高等教育整合資料庫94學年度大一新生資料」，研究發現如下：一、51%的學生在高職階段曾補習，可見高職生參與補習的情形頗為普遍。二、程度較差的高職生，課外補習並沒有幫助；程度較好者，補習對成績提升具明顯成效。三、相較於過去研究補習呈「先升後降」效果，本研究發現程度愈好的高職生，補習對於考試成績愈具有「補愈多、成績愈好」的直線關係。

This study explores the influence of vocational senior high school student participation in cram schooling for entering 4-year technology colleges. Most recent studies on cram schooling have focused on junior high school students entering senior high school or senior high school students entering universities and have typically not considered technology and vocational programs. By design, technology and vocational education emphasizes skills rather than academic training. Therefore, the practice among vocational senior high school students of receiving cram schooling is worthy of investigation and discussion. Data for this study are from the Taiwan Integrated Postsecondary Education Database (TIPED), conducted in the 94th school year for freshmen. Findings are as follows: (1) Fifty-one percent of freshmen reported having received cram schooling during their vocational senior high school year, which shows it is common for vocational senior high school students to participate in cramming; (2) For vocational senior high school students with poorer academic performance, cram schooling is not helpful; however, for those with higher academic performance, cram schooling has significant influence on elevating their performance; and (3) Previous studies have found that the in.uence of cram schooling .rst ascends and then descends. By contrast, this study .nds that for vocational senior high school students with higher academic performance, the influence of cram schooling on academic performance is linear, whereby the more cram schooling they receive, the better they perform.