合作學習教學策略對國小五年級學童數學學習成效之影響－以數與量為例

The Effect of Student Team Achievement Division (STAD) on Mathematics Achievement among Fifth-Grade Students

張慧淳(Hui-Chun Chang) ； 林曉芳(Hsiao-Fang Lin)

《教師專業研究期刊》 5期 (2013/06) Pp. 1-30

摘要

本研究旨在探究運用學生小組成就區分法（STAD）之合作學習教學策略，對國小五年級學童在數與量單元之學習成效。本研究以康軒版五下數學「數與量」為教學單元，彰化縣某國小五年級兩班各29人學生為研究對象，採用準實驗研究法進行實驗教學，進行八週實驗教學後實施數學成就測驗後測，二週後再進行延宕後測。本研究獲得以下結論：一、接受STAD教學法的學生與傳統講述式教學法的學生，其數學成就有顯著差異；二、接受STAD教學法的學生與傳統講述式教學法的學生，其數學學習保留效果有顯著差異；三、根據教學觀察與學生回饋進行省思，STAD教學法有助於提升學生在數與量單元的學習成效。根據研究結果提出建議，以供教育實務工作者及未來研究參考。

關鍵字

學生小組成就區分法 ； 數與量 ； 國小五年級 ； 學習保留效果

並列摘要

The purpose of this study was to explore the effect of the Student Team Achievement Division (STAD) teaching strategy on mathematics achievement. The sample consisted of 58 fifthgraders from two classes in Changhua County, Taiwan, and the lesson topic was ”Number and Quantity”, which includes four units of the fifth-grade curriculum. This study, which introduced a quasi-experimental method, involved two groups: the experimental (STAD cooperative learning class) and control (teacher- centered traditional class) groups. Before the study, all students completed a pre-test. A math achievement post-test had been scheduled to be given following 8 weeks of experimental teaching; however, this test was delayed for 2 weeks. The following conclusions were drawn from our results. First, both groups showed significant improvement in the post-test compared with the pre-test, indicating that both teaching methods were effective in increasing achievement in mathematics. Second, pre-test as covariate, the STAD group performed significantly better than the control group on two units, volume and decimal multiplication, indicating that the STAD pedagogical approach was superior to the traditional pedagogical approach. Third, students in the STAD group showed better learning retention than did students in the control group. Finally, these findings can serve as the basis for recommendations to teachers and researchers.

並列關鍵字

Student team achievement division (STAD) ； Number and quantity ； Fifth-grader ； learning retention ； Mathematics achievement