高職生國文科合作學習的認知與表現之差異分析

The Analysis of Cooperative Learning on students’ learning experience in Chinese class

黃士玲(Shih-Lin Huang)

指導教授 ： 謝季宏

長榮大學/管理學院/經營管理研究所/碩士(2015年)

https://doi.org/10.6833/CJCU.2015.00136

摘要

要「成就每一個孩子」，必須先活化教學策略，使學生積極參與學習活動，而合作學習即是活化教學的方法之一。因此，本研究目的在探討高職生國文科合作學習的現況，分析學生對於學習經驗的認知與表現之差異情形。本研究採準實驗研究法，以就讀於臺南市某私立高職女性學生為研究對象，分為實驗組73人與控制組60人，由同一位教師授課，分別實施合作學習與一般講述教學法一個學期，然後進行「學生學習經驗問卷調查」。問卷資料以成對樣本t檢定、獨立樣本t檢定以及重要─表現度（IPA）分析，結果如下：
一、無論接受合作學習教學法的實驗組，或是接受一般講述教學法的控制組，學生之重要性的認知都優於實際的表現度。
二、接受合作學習教學法之實驗組在「學習動機與態度」、「合作技巧與同儕互動」和「師生關係」這三個構面之重要性的認知與接受一般講述教學法的控制組沒有顯著差異。
三、接受合作學習教學法之實驗組在「學習動機與態度」和「合作技巧與同儕互動」這二個構面之實際的表現度與接受一般講述教學法的控制組有極顯著差異，但在「師生關係」方面，兩組則沒有顯著的差異。
四、經IPA分析發現兩組學生的重要性認知與實際表現度都落在第三象限低順位區的多為「學習動機與態度」，可推論此結果與這些成績在中後段的高職學生因長期挫敗，導致錯誤的自我歸因，自我價值感低落有關。
根據上述研究結果，提出建議，作為學校行政、教師教學以及未來研究者之參考。
關鍵字：合作學習、學習動機與態度、重要-表現程度分析法

關鍵字

合作學習 ； 學習動機與態度 ； 重要-表現程度分析法

並列摘要

For students’ achievements of each child, the teaching strategy must be activated to enable students to participate actively in learning activities. The cooperative learning is one of the effective teaching methods of activation. Therefore, the purpose of this study is to investigate the status of cooperative learning which was implemented in vocational high school students in Chinese class, and to analyze whether there is any difference on students' learning experience by using the technique of Importance-Performance Analysis. The quasi-experimental research method was used in this study. There were 133 female students participated the study were taught by the same Chinese teacher for one semester in a private vocational high school in Tainan. In all students, 73 were in the experimental group (by cooperative learning method) and the rest 60 were in the control group (by traditional lecture method). The questionnaire was conducted to collect students’ learning experience in the end of semester.The questionnaire data were analyzed respectively with Paired-Samples t-test, Independent-Sample t-test, and Importance-Performance Analysis (IPA), the results were as follows:
1. Whether to accept the cooperative learning or the traditional lecture, the importance awareness of the students was better than the actual performance of the ones.
2. There were no significant differences in the importance awareness in "learning motivation and learning attitude", "collaboration skills and peer interaction" and "teacher-student relationship" between the experimental group and the control group.
3. In actual performance, the difference was significant in the “ learning motivation and learning attitude ", and "cooperation skills and peer interaction" as well in those two groups. In contrast, there was no significant difference in the "teacher-student relationship".
4. After IPA analysis, the importance awareness and actual performance in learning motivation and attitude of two groups were classified the third quadrant which is the low priority section. This finding is relevant to misleading self-attribution and low self-worth due to long-term frustration for those vocationaln school students with low grade performance.
According to the findings, the recommendations will be applied to the school administration, teaching activities and relevant researchers in the future.

Keywords: cooperative learning, learning motivation and attitude, Importance-Performance Analysis (IPA)

並列關鍵字

cooperative learning ； learning motivation and attitude ； Importance-Performance Analysis (IPA)

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