本研究目的在於探討小組遊戲競賽合作學習法對低成就生英語學習動機與學習成就之影響。本研究採用準實驗研究法之不等組前後測實驗設計,研究對象為桃園市某私立高職二年級兩班學生,共計93位,進行為期11週之教學實驗。所使用之研究工具包括:「英語學習動機量表」及「小組遊戲競賽合作學習法教學後問卷」。 將本研究所得資料以 相依樣本t檢定分析,進行實驗結果的考驗。而合作學習組教學後問卷資料則以描述性統計與百分比分析解釋,茲將本研究資料分析結果歸納如下: ㄧ、實施合作學習教學方式後,低成就高職生英語學習動機之「內在目標導 向」、「學習的自我效能」、「學習的制控信念」與「外在目標導向」未有顯著 提升。 二、實施合作學習教學方式後,低成就高職生的英語學習成就未有顯著提升。 三、低成就高職生對於實施合作學習教學方式具有正面的態度。 研究者依據上述研究結果提出相關建議,以做為未來研究和教育應用之參考。
The purpose of the study is to explore the effects of cooperative learning approach of Teams-Games-Tournament (TGT) on underachieved students’ English learning motivation and achievement. The pretest-posttest nonequivalent group design of quasi-experimental method is adopted. Two classes of the second-grade students from a vocational high school in Taoyuan City, amounts to 93 objects of this study, were assigned to the experimental group and the control group. The time of this teaching experiment is about 11 weeks. The results of this study are analyzed with paired-sample test. Additionally, the experimental group took the questionnaire on the cooperative learning approach of Teams-Games-Tournament (TGT). The followings are the main findings of this study: 1. No significant difference was founding the experimental group on the “intrinsic goal orientation”, “learning self-efficacy”, “learning locus of control” and “extrinsic goal orientation” on English learning motivation subscale. 2. No significant difference was found in the experimental group on the total scores of English learning achievement test. 3.The experimental group took positive attitudes toward the cooperative learning approach of Teams-Games-Tournament (TGT). Finally, according to the analysis results of the data, the suggestions for implementing the cooperative learning approach and future studies are recommended.