Effects of Cooperative Learning and Motivation on Student Performance and Satisfaction during Woodball Instruction

合作學習與動機因素對學生學習成效與滿意度之影響：以木球教學為例

洪新來(Hsin-Lai Hung)

《Annual Journal of Physical Education and Sports Science》 4期 (2004/12) Pp. 35-48

https://doi.org/10.6694/JPESS.200412_(4).0003

摘要

本研究主要目的在探討合作學習情境下，不同動機因素對於學生學習成效與滿意度之影響。本研究以隨機抽取60名大學生為受試對象。在進行實驗之前，先施以合作與個別學習策略，再依個別的動機因素將受試者分為高合作需求動機與低合作需求動機兩組。本課程內容採用木球運動之資訊、技能練習、回饋等合作或個別學習策略進行教學實驗。當學生們完成木球教學課程後，個別接受技能表現之測驗，並對受試者進行整體教學滿意度之問卷調查。結果顯示：在動機因素達到顯著的效應；低合作需求動機的學生在學習的成效上，明顯高於高合作需求動機的學生。然而，本研究在教學方法的主要效應上，並未達到顯著水準；合作學習並未比個別學習更有效益。雖然，過去大部分文獻結果證明，合作學習比個個別學習更有效，但是本研究並未支持這項觀點。此結果可能由於運動性質的不同，而導致合作學習的策略，未能達成學習的效益。另外，在教學方法與動機機因素的交互效應上，也達到顯著水準。結果指出，高合作需求動機的學生在個別學習的情境下，顯著地低於其他各組的學習成效。最後本研究發現，在合作學習的情境下，學生更具正面的學習態度。本研究針對未來合作學習在動機策略上的體育教學應用，將有進一步的討論。

關鍵字

合作學習 ； 動機 ； 親和動機 ； 體育

並列摘要

The purpose of this study was to investigate the effect of cooperative learning and motivation on student performance and satisfaction. Participants used either a cooperative or individual learning strategy while receiving instructional information, skill practice, and feedback during a woodball lesson. After receiving specific directions for implementing individual versus cooperative strategies, 60 university students, classified as high and low need for affiliation as a motivation factor were randomly assigned to treatments. Students completed an instructional woodball lesson, and the effects of cooperative learning and motivational factors were examined across the posttest. Satisfaction was also assessed. Results revealed that students in the low need for affiliation treatment outperformed those in the high need for affiliation treatment when the significant main effects on motivational factors were considered. Howeve, the results did not reveal a significant main effect for instructional method. This finding does not appear to support the large body of literature from motor skill instruction and traditional learning environments that cooperative learning is superior to individual conditions. This could be due to the nature of the sport when students participated in the various skill learning conditions. Furthermore, the results revealed a significant interaction between instructional method and motivational factors. The results indicated that the performance of participants with a high need for affiliation who worked alone was significantly lower than that of all other groups on the posttest. In addition, the data suggest that participants who worked cooperatively reported greater overall satisfaction with the instruction than those who worked individually. The implications for cooperative learning on motivational strategies for physical education, and future research directions are also discussed.

並列關鍵字

cooperative learning ； motivation ； need for affiliation ； physical education