以合作學習策略探究不同學習風格學生在大專校院籃球課學習動機

A Study of Different Learning Styles Students of Their Learning Motivation by Integration the Cooperation Learning into College Basketball Unit

林錚(Cheng Lin) ； 林信宏(Hsin-Hung Lin) ； 翁麒焜(Chi-Kuen Wung) ； 吳良民(Liang-Min Wu)

《大專體育學術專刊》 95年度 (2006/04) Pp. 122-127

https://doi.org/10.6695/AUES.200604_95.0022

摘要

本研究目的在探究經由合作學習策略介入大專籃球教學後，對學習動機之影響，並比較與分析不同學習風格在學習動機上的差異。以大專一、二、三、四年級籃球選修課之學生共29人（男學生17人，女學生12人）為研究對象。本研究依據單組前後測實驗設計，以合作學習策略施以每週兩節，每節90分鐘，實施合作學習策略與籃球攻防策略活動，共計十週，實施策略開始前與結束後，均以「學習風格量表」、「ARCS學習動機量表」為研究工具施以測驗。其結果經由描述統計、相依樣本t檢定、獨立樣本單因子變異數分析等統計方法分析後獲得以下結論：一、學習動機之前後測在專注力、滿足感因子及整體動機上，達顯著差異。而在關聯性因子與自信心因子上未達顯著差異。二、不同學習風格之學生在專注力、關聯性、自信心、滿足感因子及整體學習動機皆未達顯著差異。本研究結果可供大專院校體育教師於籃球教學時，依據不同學習風格的學生，提供不同的教學內容，以引起良好的互動和學習的動機，培養良好的運動風氣，促進身心健全的發展。

關鍵字

合作學習 ； 籃球課 ； 學習動機 ； 學習風格

並列摘要

The purpose of this study was to investigate the influence of learning motivation by integrated the cooperation learning into college basketball unit. Moreover, the study was trying to comparison and analysis the different learning motivation of their study styles. The participants were college students who elective the basketball class for their physical education class. The total number of elective students was twenty-nine (with male of 17 and female of 12). The research based on the single group with pre-test and post-test experimental design. The group was integrated with cooperation strategy and students met the class two days per week. Each class was met for ninety minutes long. The class was integrated the cooperation learning with basketball defense and offense tactic activities for ten weeks. The Learner Style Scale and ARCS Survey were given two times for the students before and after integrated the cooperation strategy. The data analysis was utilized descriptive statistic, t-test, and one-way ANOVA. The results as follows. a) There was a significant difference in the learning motivation of attention and satisfaction but no significant difference founded in the relevant and confidence. b) There was no significant difference founded in attention, relevant, confidence, satisfaction, and learning motivation. The findings provided instructors with an insight of different learner styles could offer different class content to fit their needs in basketball units. This way, it is not only cause attention for student's interaction with others but also arouses their learning motivation.

並列關鍵字

cooperation learning ； basketball class ； learning motivation ； study style