合作學習在國中體育課學生身體活動量和學習動機之影響

The Effects of Cooperation Learning Strategy into Physical Activity Levels and Leaning Motivation in Junior High School Students

林彥禎(Yen-Chen Lin) ； 黃美瑤(Mei-Yao Huang) ； 余雅婷(Ya-Ting Yu) ； 蔡麗妍(Li-Yan Tsai)

《大專體育學術專刊》 97年度 (2008/05) Pp. 130-138

https://doi.org/10.6695/AUES.200805_97.0018

摘要

The present study was to investigate the effectiveness of the cooperation teaching strategy into junior high school students. Moreover, the study was trying to examine the difference of student learning motivation and their physical activity levels. A quasi-experimental group and a control group design were used. The learning motivation questionnaire and the digit pedometer were used as the instruments to examine students' desire to participate in the learning process and how active they were during the intervention. Two classes of ninth grade students were selected to participate in this study. One class of ninth grade students (n=32) was served as the treatment group and received four weeks of the traditional physical education class follow by the eight weeks of the cooperative teaching strategy. One class (n=32) was served as the control group and received twelve weeks of traditional physical education. Both groups received 45 minutes class two times in a week. Both groups took learning motivation questionnaire before the intervention and in the end of the intervention. The independent t-test was to measure the learning motivation difference between two groups. The general liner regression was used to examine the physical activity levels difference between two groups. The results showed: a) the experimental group had higher scores in the posttest of learning motivation than the control group (t=2.63, p＜.05); b) the experimental group had higher physical activity levels (2422.16) than the control group (1873.78) during the 12 weeks of intervention. The result also showed the experimental group has liner trend during the intervention than the control group (F=127.78, p＜.05). However, no significantly physical activity levels difference was founded in the control group (F=.81, p＞.05).

關鍵字

同僚學習 ； 心肺耐力 ； 電子計步器

並列摘要

The present study was to investigate the effectiveness of the cooperation teaching strategy into junior high school students. Moreover, the study was trying to examine the difference of student learning motivation and their physical activity levels. A quasi-experimental group and a control group design were used. The learning motivation questionnaire and the digit pedometer were used as the instruments to examine students' desire to participate in the learning process and how active they were during the intervention. Two classes of ninth grade students were selected to participate in this study. One class of ninth grade students (n=32) was served as the treatment group and received four weeks of the traditional physical education class follow by the eight weeks of the cooperative teaching strategy. One class (n=32) was served as the control group and received twelve weeks of traditional physical education. Both groups received 45 minutes class two times in a week. Both groups took learning motivation questionnaire before the intervention and in the end of the intervention. The independent t-test was to measure the learning motivation difference between two groups. The general liner regression was used to examine the physical activity levels difference between two groups. The results showed: a) the experimental group had higher scores in the posttest of learning motivation than the control group (t=2.63, p＜.05); b) the experimental group had higher physical activity levels (2422.16) than the control group (1873.78) during the 12 weeks of intervention. The result also showed the experimental group has liner trend during the intervention than the control group (F=127.78, p＜.05). However, no significantly physical activity levels difference was founded in the control group (F=.81, p＞.05).

並列關鍵字

peer learning ； cardio-respiratory endurance ； digital mini pedometer