本研究的目的在探討國中生英文與數學兩科成績的有效學習輔導策略，基本假設為同時對學習者的上課發問行為與在家學習時間之增強策略設計比僅使用任一單獨的增強策略設計有效。所採取的行為改變技術原理是當個別學習者顯示增加了上課發問或在家讀書時間的事實後即給予平時期考分數的加分、學用品勵志小卡等。共有中部地區十一所國中1043位學生參與本研究，每所國中包含具同質性的實驗組一班和控制組一班。在為期一整個學期的實驗以後，以兩次月考的與一次期考的分數比較實驗組控制組在主科成績表現上的差距，發現十一所國中有七所國中實驗組的班級平均進步成績優於控制組，實驗組的個別學習者連續進步人數比率比控制組的相對資料高出2.5%~12%之間。根據本文研究者民國七十二年的研究結果及本次研究結果，發現無論是僅增加學習者的上課發問行為或同時增強上課且發問行為和在家學習時間均比僅增強在家學習時間更能提高學習者的主科成績；運用行為改變技術僅能使每個學習者從每週發問0.15次提高至1.10次，學習者認為他們不知從何處問起是其困難所在。 如何提高國中生主科成績的學習輔導策略之未來研究，愈選擇能直接促進教材理解的學習行為如做練習，執行解決問題的運思等作為重要的策略變項。

To facilitate students' effective learning of two core subjects (English and math), a learning strategy based on behavior modification techniques was experimented. It was hypothesized that the learning strategy of promoting students' operant behaviors of inquiring in the class and extending self-study time at home would be more effective in facilitating their learning than either behavior stressed singly. Tangible reinforcement, such as extra points given in a subject's final score, small gift, etc., was given when a student exhibited either desirable behavior. 1043 students in eleven Junior high schools in central Taiwan served as Ss. Two highly homogeneous groups in each school were selected as the experimental and control groups. The experiment lasted a whole semester. The dependent measures of English and math on two mid-term and the final exams were compared between groups. The findings indicate that 7 out of 11 experimental classes' mean performances on both subjects were superior to those of the control classes. The analysis of individual consecutive performance between two groups show that Ss of E group increased 2.5% to 12% of point higher than its counterpart. Either reinforcing Ss' inquiry behavior or reinforcing Ss' inquiry behavior combined with their extending self-study time at home showed significant effect on Ss' learning of English or math than the effect shown by reinforcing Ss' self-study behavior at home alone. Although the reinforcement technique used only increased each student's inquiry behavior Considerably (from 0.15 to 1.15 times weekly), the real problem lies in how to effectively encourage Ss to compose meaningful questions rather than how to increase its frequency. It is advisable that future research aimed at facilitating J. H. students' learning core subjects should be better off by focusing on the learning strategies. (e.g. practicing, problem-solving thinking process, etc.) directly related to Ss' learning comprehension.