獎勵結構與親和力在合作學習成效之研究

Effects of Reward Structure and Need for Affiliation during Cooperative Learning on Performance and Interaction

洪新來(Shin-Lai Hung)

《體育學報》 40卷1期 (2007/03) Pp. 93-104

https://doi.org/10.6222/pej.4001.200703.1108

摘要

目的：在探討獎勵結構與親和力在不同能力配對下對合作學習成效與互動行為之影響。本研究以國中二年級學生120人為研究對象。方法：為實驗研究法，以3x2x2因子設計交互分析。結果：團體獎勵的效果與個別獎勵的效果皆顯著的超越無獎勵。然而，團體獎勵與個別獎勵二者之間卻沒有顯著的差異。高親和力學生在學習的成就上顯著的高於低親和力的學生。另外，獎勵結構與能力因子的顯著結果發現高能力學生接受團體獎勵教學課程之後在學習成就方面顯著的高於無獎勵的學生。對低能力學生而言，具有同樣學習效應。在預測學習成就與互動行為的關係上，研究結果顯示『提供解釋技能問題』與『具有正面的社交行為』及『具有快樂學習氣氛』三種互動學習成就有很強的顯著相關。結論：『具有快樂學習氣氛』正面動機學習行為更支持過去樂趣化教學是一項有效的學習動機策略。

關鍵字

合作學習 ； 獎勵結構 ； 親和力 ； 互動行為

並列摘要

Purpose: To investigate the effects of reward structure and need for affiliation during cooperative learning on student performance and interaction. Methods: A 3x2x2 factorial design study. After woodball basic training phases, 120 junior high students, classified as high and low ability, were randomly assigned to treatments. After students completed 15 weeks Woodall lesson, an achievement posttest and an interaction analysis was delivered. Results: Students working group reward and individual reward significantly outscored those no reward. However, the group reward condition was not significantly different from the individual reward condition. Overall students who were in the high need for affiliation achieved higher scores than students in the low need for affiliation treatment. This finding appears to support several studies that indicated that high need for affiliation is superior to low need for affiliation. Furthermore, group reward was more effective with the high or low need for affiliation students. Also, group reward was more effective with the high or low ability students. The results also revealed that three behavior interactions were significantly different for predicting performance including explanations skill problem, positive social skill and happy learning condition. Conclusions: Group reward, individual reward and high need for affiliation for better performance and interaction during cooperative learning condition. The implications for cooperative learning use of motivation strategies for sport education and future research were discussed.

並列關鍵字

cooperative learning ； reward structure ； need for affiliation ； interaction

參考文獻

Deci, E. L.(1975).Intrinsic motivation.New York:Plenum Press.

Dyson, B.,Griffin, L. L.,Hastie, P.(2004).Sport education, tactical game, and cooperative learning: Theoretical and pedagogical considerations.Quest.56,226-240.

Dyson, B.,Harper, M.(1997).Cooperative learning in an elementary physical education program.Research Quarterly for Exercise and Sport.68,68.

Hooper, S.(1992).Effects of peer interaction during computer-based mathematics instruction.Journal of Educational Research and Development.85(3),180-189.

Hooper, S.,Hannafin, M. J.(1991).Effects of group composition on achievement, interaction, and learning efficiency during computer-based cooperative instruction.Educational Technology Research and Developmen.39(3),27-40.