合作學習對學習效果影響之研究：統合分析

The Effects of Cooperative Learning on Learning Outcome: A Meta-Analysis Approach

黃寶園(Bao-Yuan Hwang) ； 林世華(Sieh-Hwa Lin)

《教育心理學報》 34卷1期 (2002/10) Pp. 21-41

https://doi.org/10.6251/BEP.20020618.2

摘要

本研究之目的乃透過統合分析法(meta-analysis)，對「合作學习」過去所累積的研究資料，做客觀、計量性的分析，以瞭解它對於學生「學习成就」「情意態度」「學习成效」的影響。本研究經電腦检索、溯洄法，計蒐集到22篇有關「合作學习」的施測或研究報告。最後将資料以電腦程式Meta-HC進行分析研究結果顯示：合作學习對於「學习成就」「情意態度」「學习成效」均有正向的影響，但是強度都不高。在「學习成就」上的加權平均效果量d値为0.3256；在「情意態度」上的加權平均效果量d値为0.2573；在「學习成效」上的加權平均效果量d値为0.2870。以Cohen的標準而言都屬於中低程度的效果量。綜觀本文的結果：合作學习對於學生的學习而言是具有正向的影響，不過其效果不高。因此是否作为教室中學生的主要學习方式，教師必須審酌各項條件與結果再行決定。

關鍵字

合作學習 ； 情意態度 ； 統合分析 ； 學習成就

並列摘要

This study uses meta-analysis to examine the effect size of twenty-two Cooperative Learning related research studies in Taiwan on student's Learning Achievement, Affection Attitude, and Learning Outcome. The authors used computer program Meta-HC for analyzing data. The analyses revealed that Cooperative Learning had a positive affect on student's Learning Achievement, Affection Attitude, Learning Outcome. However the effects size were low and moderate. Learning Achievement: d=0.3256, Affection Attitude: d=0.2573, Learning Outcome: d=0.2870. In sum, Cooperative Learning has a positive effect on student's Learning Achievement, Affection Attitude, and Learning Outcome. However, the effects are small. Thus, if a teacher wants to use Cooperative Learning as the main learning method in the classroom, he/she ought to consider the conditions and effects that might be caused by the methodological issues.

並列關鍵字

cooperative learning ； affection attitude ； meta-analysis ； learning achievement

參考文獻

Bossert, S. T.(1988).Cooperative activities in the classroom.Review of Research in Education.15,225-250.

Boszormenyi-Nagy, I.,Spark, G.(1984).Invisible loyalties.

Cohen, J.(1977).Statistical power analysis for the behavioral sciences.New York:Academic Press.

Cooper, H. M.,Rosenthal, R.(1980).Statistical versus traditional procedures for summarizing research finding.Psychological Bulletin.87,442-449.

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