多年來政府雖然挹注相當資源於原住民族學生之教育上，但原住民學生的學習困難、學業成就偏低的問題，仍然普遍存在，有關原住民學生學習成效與個人因素、環境因素、抑或族群文化因素間的關係為何？值得關切與深究，以作為未來教育政策研擬之參考。本研究之主要目的為:(一)瞭解各教育階段原住民族學生學習品質相關之因素。(二)探討政府挹注資源對各教育階段原住民族學生學習品質之關係。(三)提出有效提升原住民族學生學習品質之教育政策。研究結論及教育政策建議如下：(一)因經濟資源不足而衍生的政策及觀點迥異，政府著重經費的補助；原民生想要習得能支撐生計工作知能。如何讓學校的教育達到學用合一的狀態，才能留住原住民族學生在國家政策中的教育體制內。培養原住民族學生成為國家的基礎人力，是國家可於未來政策制定時的思考方向。(二) 原住民升學優待政策亟待改善，應採取積極性差別待遇的理念，落實大學各科系之2%外加名額。原住民人口數較多之縣市的國立大專院校，應增加原住民學生入學員額，並考量當地高中職原住民專班之特色課程，獨立招生。(三) 原住民師資公費生之培養應落實在地培養在地分發的制度，除一般師資培育課程外，應包含族群語言及文化相關課程。原住民重點學校增加原住民師資之政策要有更多的說明，以免造成族群對立。(四) 原住民地區各級學校(含幼兒園)的教師(含非原住民教師或教保人員)若通過不同層級之當地族群族語認證，可以有不同層級的族語專業加給，可促進學校教師學習及運用族語的動力，及與部落文化的互動，更可以促動原住民學生學習族語的動力。(五) 全面檢討課後留園、課後輔導、夜光天使等等計畫方案對於提升原住民族學生學習成效或取代(補充)家庭功能之狀況，對於原住民族學生發展之利弊得失。考量以部落傳統社會制度下，共同教養部落孩子之可行性方案。(六)原住民族大專學生的休退學原因之量化資料結果相當分歧，對於不同原因休退學之學生宜有更進一步的研究，以了解其真正的原因。建議建立原住民大專生的課業及生活輔導機制，以利學生順利取得學位。

　　The government has put considerable efforts and resources in improving the education situation of students among the aborigines for many years. Yet, problems still exist: the students have troubles in learning, and their academic achievements are comparatively low. In order to provide practical references for formulating education policies in the future, it is worthy to discuss about the relationship between the learning efficiency of the students and the personal, environmental and ethnic-cultural factors.

　　The study mainly aims to (1) learn about factors in each educational phase related to the learning quality of the indigenous students; (2) find out the relationship between the government’s investments and the learning quality of the indigenous students in each educational phase; (3) put forward constructive policies to improve the learning quality of the indigenous students. Results show that (1) it is a practical direction of formulating education policies to cultivate the indigenous students to become the foundation of talents. As there is a lack of financial resources, the aborigines maintain different perspectives towards policies and viewpoints. Thus, the government should focus on subsidies problems. To keep the students staying in the national education system, schools should pay attention to increasing the practicality of the courses because the students show more interest in knowledge that can help them make a living. (2) The favorable policies of enrolment of the aborigines should be improved. The concept of positive preferential treatment should be adopted and an extra 2% of enrollment quota should be added in each department of colleges. Schools in areas where there is a larger population of aborigines should raise the enrollment quota of their students and the specialized classes of aborigines in the local senior high schools or vocational schools should consider specialized enrollment for the indigenous students.?(3) The cultivation of the Government Scholarship students of the aborigines should be carried out in specific places and the course of the cultivation program should involve not only courses of teaching techniques but also courses related to the ethnic language and culture. There should be more instructions for the policy of increasing the number of indigenous teachers in the selective schools of aborigines to avoid conflicts among the aborigines and any other different peoples. (4) Teachers (including non-indigenous teachers and educators) of schools and colleges (including those of kindergartens) in the indigenous areas, having passed the domestic indigenous-language examination of different levels, should be delegated to the courses related to different courses of the indigenous languages. By doing this, the teachers will be motivated to learn and apply the language and there will be more opportunities for interactions among different tribe cultures. It will also motivate the indigenous students to learn their languages. (5) To fully review the programs’ influences on improving the indigenous students’ learning quality and replacing (complementing) the family functions, such as the Lingering Garden Program, the After-school Tutoring Program, and the Luminous Angel Program. To assist the indigenous students in their development, a feasible proposal regarding measures for cultivating the indigenous children under the traditional tribe system should be taken into consideration. (6) The results of the quantitative materials show that, there are huge differences among reasons for indigenous students’ dropping out of school. Further studies should be carried out to dig out the real reasons for their dropping out. It is suggested that there should be a counseling system for college students on study and life in order to help them obtain their degrees successfully.