本研究旨在了解臺灣學生家庭作業時間和家庭作業頻率與學習成就之間的關係。為達研究目的，本研究以階層線性模式分析2007年「國際數學與科學教育成就趨勢調查」四年級學生與八年級學生資料。研究發現：一、四年級學生的學生層次數學（科學）家庭作業時間對數學（科學）學習成就有顯著負向的影響效果。二、四年級學生的班級層次數學（科學）家庭作業頻率對數學（科學）學習成就沒有顯著的影響效果。三、八年級學生的學生層次數學（科學）家庭作業時間對數學（科學）學習成就有顯著正向的影響效果。四、八年級學生的班級層次數學（科學）家庭作業頻率對數學（科學）學習成就有顯著正向的影響效果。根據研究發現，本研究提出教師分派四年級學生的數學（科學）家庭作業，宜優先提高家庭作業頻率，而非增加家庭作業份量；以及教師分派八年級學生的數學（科學）家庭作業，份量可以酌情增加，頻率也可以酌情提高的建議。

This study aimed to explore the relationships of homework time and homework frequency with learning achievements of Taiwanese students. Hierarchical linear modeling was used to analyze the 4th-grade and 8th-grade students from Trends in International Mathematics and Science Study (TIMSS) 2007. The major findings were as follows: (1) 4th-grade students’ student-level mathematics (science) homework time could negatively predict the mathematics (science) learning achievements. (2) 4th-grade students’ class-level mathematics (science) homework frequency could not significantly predict the mathematics (science) learning achievements. (3) 8th-grade students’ studentlevel mathematics (science) homework time could positively predict the mathematics (science) learning achievements. (4) 8th-grade students’ class-level mathematics (science) homework frequency could also positively predict the mathematics (science) learning achievements. Based on the major findings, two recommendations were made. The first is it should be a priority to improve the frequency, rather than increasing the amount of mathematics (science) homework when mathematics (science) homework assigned to 4th-grade students. The second is both improving the frequency and increasing the amount of mathematics (science) homework should be priorities when mathematics (science) homework assigned to 8th-grade students.