合作學習與訊息回饋策略對修習健康與體育教材教法之學生學習成效的影響

Influence of Cooperative Learning and Information Feedback Strategies on Students' Performance of Methods and Materials for Health and Physical Education Teaching

鄭麗媛(Li-Yuan Cheng) ； 李思賢(Tony Szu-Hsien Lee) ； 陳政友(Cheng-Yu Chen)

《健康促進與衛生教育學報》 32期 (2009/12) Pp. 65-85

https://doi.org/10.7022/JHPHE.200912.0065

摘要

Purpose: Peer cooperative learning and information feedback may be better learning strategies that a teacher can adopt to create supportive environments for students. The main purpose of this study was to investigate the effects of cooperative learning and information feedback strategies upon students' learning on health and physical education. Method: A total of 120 students were selected from a national university and assigned into two groups, cooperative learning and self-learning, based upon their pre-test score of health and physical education. The cooperative learning and self-learning group were then randomly assigned into three clusters: elaborative feedback-providing, knowledge of correct response, and non-feedback. All students completed the health and physical education test after receiving ten-week experiment courses. Results: Analysis of this study found that students within cooperative learning group (Mean=45.91) performed significantly better than those within self-learning group (Mean=35.25) (F=92.76, p＜.05). There was a significant difference in learning performance among groups of information feedback strategies. Specifically, no feedback group (Mean=43.87) performed significantly better than correct response group (Mean=39.25) and elaborative feedback-providing group (Mean=38.62) (F=7.97, p＜.05). Conclusion: Our study shows that cooperative learning helped students improve performance on health and physical education class. It is suggested that future research should be carried out on the social interaction and benefits of cooperative learning. The results also found that no feedback group performed better than other feedback groups, suggesting that future study should focus on the materials of information feedback provided by the teacher and the mechanism of information processing used by the students in the health and physical education.

關鍵字

合作學習 ； 訊息回饋策略 ； 健康與體育教材教法 ； 學習成效

並列摘要

Purpose: Peer cooperative learning and information feedback may be better learning strategies that a teacher can adopt to create supportive environments for students. The main purpose of this study was to investigate the effects of cooperative learning and information feedback strategies upon students' learning on health and physical education. Method: A total of 120 students were selected from a national university and assigned into two groups, cooperative learning and self-learning, based upon their pre-test score of health and physical education. The cooperative learning and self-learning group were then randomly assigned into three clusters: elaborative feedback-providing, knowledge of correct response, and non-feedback. All students completed the health and physical education test after receiving ten-week experiment courses. Results: Analysis of this study found that students within cooperative learning group (Mean=45.91) performed significantly better than those within self-learning group (Mean=35.25) (F=92.76, p＜.05). There was a significant difference in learning performance among groups of information feedback strategies. Specifically, no feedback group (Mean=43.87) performed significantly better than correct response group (Mean=39.25) and elaborative feedback-providing group (Mean=38.62) (F=7.97, p＜.05). Conclusion: Our study shows that cooperative learning helped students improve performance on health and physical education class. It is suggested that future research should be carried out on the social interaction and benefits of cooperative learning. The results also found that no feedback group performed better than other feedback groups, suggesting that future study should focus on the materials of information feedback provided by the teacher and the mechanism of information processing used by the students in the health and physical education.

並列關鍵字

Cooperative learning ； Information Feedback Strategies ； Methods and Materials for Health and Physical Education Teaching ； Effectiveness of Learning

參考文獻

朱則剛(1996)。建構主義知識論對教學與教學研究的意義。教育研究雙月刊。49，39-45。

晏涵文(2001)。健康與體育新課程綱要之理念、內涵與特色。康軒教育雜誌。41，30-47。

曾德明(2007)。合作學習教學法對體操運動學習成效、學習動機與班級氣氛之影響(碩士論文)。國立新竹教育大學。

教育部(2003)。國民中小學九年一貫課程綱要健康與體育學習領域。臺北:教育部。

黃政傑、林佩璇(1996)。合作學習。臺北:五南圖書。