在多功能E化專科教室進行英語合作學習教學對國小高年級學生學習成就及學習態度之影響

Using the e-Training Classroom to explore The Effects of Cooperative Learning in English on Higher-Grade Elementary School Students' Learning Achievement and Attitude

黃文玲(Wen-Ling Huang)

指導教授 ： 吳昌憲

國立虎尾科技大學/管理學院/資訊管理研究所在職專班/碩士(2011年)

摘要

本研究的主要目的在比較教師「在多功能E化專科教室進行英語合作學習教學」與「在一般教室進行單槍投影機教學」， 對國小六年級學生英語學習成就與英語學習態度的影響，並探討「實驗組」學生對於教師在多功能E化專科教室進行英語合作學習教學的意見與感受。
本研究採用準實驗研究法(Quasi-experiment)，以雲林縣某國小六年級六十六位學生為研究對象，分派一班為實驗組，另一班為對照組，實驗組施行「在多功能E化專科教室進行英語合作學習教學」，控制組施行「在一般教室進行單槍投影機教學」。教學實驗進行6週共12節。以「英語學習成就測驗」與「英語學習態度量表」為評量工具，兩組學生皆實施前、後測。二組學生在實驗教學結束二週後再接受「英語學習成就延宕測驗」。 教學實驗後，將施測所得結果進行獨立樣本T檢定及成對樣本T檢定進行統計考驗。茲將研究結果分述如下:
一、在多功能E化專科教室進行英語合作學習教學策略，相較於在一般教室進行單槍投影機教學，在提升國小六年級學生英語學習態度上有顯著差異。
二、「實驗組」學生於施行在多功能E化專科教室進行英語合作學習教學策略前、後，在英語學習態度上有明顯提升。
三、在多功能E化專科教室進行英語合作學習教學策略，相較於在一般教室進行單槍投影機教學，在提升國小六年級學生英語學習成就上未有顯著差異。
四、「實驗組」學生於施行在多功能E化專科教室進行英語合作學習教學策略前、後，在英語學習成就的表現上有明顯提昇。
五、在多功能E化專科教室進行英語合作學習教學策略，相較於在一般教室進行單槍投影機教學，二組學生在英語學習成就延宕測驗表現上未有顯著差異。
六、實驗組學生對於在多功能E化專科教室進行英語合作學習教學多持正面支持的態度。
最後，根據研究結果，提出幾項建議做為英語教學及未來進一步研究的參考。

關鍵字

多功能E化專科教室 ； 合作學習 ； 互動式電子白板 ； 學習成就 ； 學習態度

並列摘要

The major purpose of this research is to compare the effectiveness of teaching English with cooperative learning strategy in e-training classroom and teaching English with projector in traditional classroom on learning achievement and attitude of elementary school senior students. Thus, we can understand the students’ perception of English teaching with Cooperative Learning Strategy in e-training classroom.
A quasi-experimental design was used. In this study sixty-six grade six students from two classes in Yunlin County were classified into two groups: the experimental group and control group. Teaching English with cooperative learning Strategy in e-training classroom was implemented in the experimental group. For both groups, the experiment lasted for six weeks, two classes a week. Both groups took a pretest and a posttest on English Learning Attitude scale and English Learning Achievement test. Both groups also took a deferred test two weeks after the experiment was finished.
The data were analyzed by independent sample t test and paired-sample t test. The results of this study were summarized as follows:
1. The total scores in the English Learning Attitude scale of experimental group students were significantly higher than the total scores of control group.
2. The total scores in the posttest of English Learning Attitude scale of experimental group students were significantly higher than the total scores in the pretest.
3. The total scores in the English Learning Achievement test of experimental group students were not significantly higher than the total scores of control group.
4. The total scores in the posttest of English Learning Attitude scale of experimental group students were significantly higher than the total scores in the pretest.
5. The total scores in the English Learning Achievement deffered test of experimental group students were not significantly higher than the total scores of control group.
6. Experimental group students held favorable attitudes toward teaching English with cooperative learning strategy in e-training classroom and gave positive feedback.

Based on the results of the study, the researcher also provided a suggestion regarding instructional assistance and future studies.

並列關鍵字

e-training classroom ； cooperative learning ； IWB ； learning attitude ； learning achievement

參考文獻

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