協同學習運用於國小四年級社會領域對學習自我效能之影響

本研究旨在探討「協同學習」運用於國小四年級社會對學生學習自我效能之影響，採準實驗研究法，輔以觀察。以臺北市某校小四學生為研究對象，實驗組社會課進行協同學習的教學9週；控制組社會課進行一般教學。以「學習自我效能感量表」做前後測。研究發現：運用協同學習於小四社會課對學習自我效能無顯著差異。推估可能原因：一、實驗教學時間僅9週可能不夠。二、控制組老師有效維持控制組的學習熱情。由分量表看，實驗組在「達成目標」這一分項上前後測達顯著差異，顯示實驗組在達成學習目標的信心方面已有進步。至於實驗組「學習自我效能感」總分及另五項分量表成績（堅持努力、言語說服、完成作業、樂意學習、生理狀態），前後測雖未達顯著差異，但後測均較前測為高，由此推測，若繼續對實驗組實施協同學習，有可能增強其自我學習效能感。

關鍵字

學習共同體；協同學習；學習自我效能；國小社會領域

並列摘要

This study aims to investigate the impact of collaborative learning on self-efficacy of the elementary fourth graders in social studies. A quasi-experimental design was adopted as well as the classroom observation. The participants were fourth-grade students in a Taipei municipal elementary school in Taiwan. The experimental group engaged in collaborative learning in social studies class in a nine-week period, while the control group was undertaken the normal social studies instruction in the same content. Two groups of students were measured by the Learning Self-Efficacy Inventory on the pretest and post-test. Results of this study showed that no significant difference was found in the implementation of collaborative learning in social studies on learning self-efficacy of the elementary fourth graders. The authors attributed the lack of significant differences to the short period of the experiment and teacher's maintenance of students' enthusiasm in the control group. The subscale on the experimental group revealed that the post-test score in the section of achieving learning objectives was significantly higher than that of the pre-test. It indicated that the experimental group had gained greater confidence in achieving learning objectives. As for the section of learning self-efficacy score and the other five subscale results (persistence, verbal persuasion, homework completion, willingness to learn, and physiological conditions) in the experimental group, the pre-test and post-test did not show significant differences. However, the scores of the post-test were higher than that of the pre-test. The authors suggest that the teachers continue to implement collaborative learning in the experimental group for a longer period of time, it is possible to significantly enhance students' learning self-efficacy. Practical implications and directions for future research are discussed.