學生小組成就區分法對籃球策略認知與學習動機影響之探討

A Study on Influences from Student Team Achievement Division to Basketball Strategy Cognition and Learning Motivation

高俊傑(Chun-Chieh Kao)

《臺灣運動教育學報》 7卷2期 (2012/11) Pp. 23-40

https://doi.org/10.6580/JTSP.2012.7(2).02

摘要

本研究之主要目的在探討學生小組成就區分法對籃球策略認知與學習動機的影響。本研究係以桃園縣某所大學三年級，二個班級，共131名選修籃球課程之學生為研究對象，以班級型態進行準實驗設計教學，設合作學習一班66位學生為實驗組，另一班65位學生為傳統教學控制組，實驗組與控制組依籃球技能前測之成績區分為高、中、低三種能力水準。本實驗教學每週兩節課，共計100分鐘，共安排8週教學實驗介入。以籃球策略認知量表與學習動機量表為本研究之工具，所得之資料以描述統計及雙因子共變數分析等方法進行分析。本研究結果如下：一、在籃球策略認知方面，教學策略與能力水準間有顯著之交互作用，在不同教學策略因子中，高、中、低能力學生各組間，實驗組均顯著優於控制組；在能力水準因子中，實驗組高能力組分別優於中能力組與低能力組。二、在學習動機部分，教學策略與能力水準間有顯著之交互作用，在不同教學策略因子中，低能力學生組別呈現實驗組顯著優於控制組。在能力水準因子中，實驗組高能力組別顯著優於中能力組，低能力組顯著優於中能力組。本研究驗證學生小組成就區分法之教學設計，能有效提升學生對於籃球策略認知的能力，對於高能力與低能力學生在學習動機之提升亦有明顯助益。

關鍵字

學生小組成就區分法 ； 合作學習 ； 學習動機 ； 籃球策略認知

並列摘要

The study aims to find out influences from Student Team Achievement Division (STAD) to basketball strategy cognition and learning motivation. Participants to this study were 131 college students from two elective basketball classes in Taoyuan County. Using quasi-experimental design teaching based on class format. 66 students of cooperative learning class as experimental group, while the rest 65 students from the other class as traditional control group. Grades from both groups were divided into three ability levels, as advanced, intermediate, and low according to their basketball skills pre-test. Two periods of class each week with its duration of 100 minutes, this experiment was arranged for eight weeks. Basketball strategy cognition and learning motivation were used as tools to collect data that was later analyzed by descriptive statistics and Two-way ANCOVA. Followings are the results from this study on basketball strategy cognition and learning motivation aspects. 1. For basketball strategy cognition, significant interaction occurred between teaching strategy and ability levels. Experimental group had better outcome than the control group resulted from simple main effect analysis regardless their grades among different teaching strategy factors. When it comes to ability level factors, experimental group had significance on basketball strategy cognition while advanced level topped intermediate and low levels. 2. For learning motivation, significant interaction occurred between teaching strategy and ability levels also. Low level students in experimental group performed significantly better than those in control group when analyzed with simple main effect on different teaching strategy factors. Experimental group showed remarkable differences regarding learning motivation in all ability level factors, while students in advanced level and low level both revealed significance in compared with intermediate level. To conclude, this study verified that STAD teaching design can effectively uplift students' abilities to basketball strategy cognition, as well as enhance students' learning motivation in advanced and low levels distinctly.

並列關鍵字

student team achievement division ； cooperative learning ； basketball strategy cognition ； learning motivation

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