創新合作學習策略對自然科學習成效之影響-以國中低成就學生為例

Effects of Developing an Innovative Cooperative Learning Strategy on Science Learning Outcomes : A Case of the Performance of Underachievers in Junior High school

凌清德(Ching-Te Leng)

指導教授 ： 藍友烽

國立虎尾科技大學/管理學院/資訊管理研究所在職專班/碩士(2015年)

摘要

本研究旨在分析低成就學生在創新合作學習教學及傳統講述式教學環境中之科學學習成效的表現。本研究將合作學習中的小組成就區分法(STAD)、小組遊戲競賽法(TGT)及配對討論法(TPS)等三種教學策略，相互結合成為創新的合作學習教學架構，並且探討此課程對於低成就學生的學習動機、學習成就之影響。本研究採用前後測準實驗研究設計，研究對象為中部某國中之八年級低成就學生兩個班級，各為 29 人，實驗組實施八次的創新合作學習教學，而控制組則實施傳統講述式教學。本研究採用(Tuan, Chin 和 Hsieh 2005)所發展的「學生科學動機量表 (SMTSL）」作為了解學習動機的研究工具，也收集學生的兩次段考成績，並進行描述性統計、同質性檢定、單因子共變數分析以及相依樣本t檢定，以了解學生的學習動機及學習成就的變化情形。研究結果發現：
(一)實驗組的學習動機總分及各向度的表現皆顯著優於控制組(p<.01)，且實驗組的學習動機於前後測的比較上也有顯著的提升。
(二)實驗組的學習成就顯著優於控制組，且實驗組的學習成就也有顯著的提升。
(三)實驗組的低成就學生課程參與度明顯高於控制組學生。
因此可以發現：
(一)「創新合作學習教學」確實能提升低成就學生之科學學習動機；
(二)「創新合作學習教學」確實能提升低成就學生之科學學習成就。

關鍵字

低成就學生 ； 創新合作學習 ； 學習動機 ； 學習成就

並列摘要

The study aimed to analyze the science education performance of underachievers by adopting the innovative cooperative learning teaching and conventional lecture teaching method respectively. The study combined 3 teaching strategies “Student Teams-Achievement Divisions (STAD)”, “Team-Game-Tournament (TGT)” and “Team Pair Solo (TPS)” in cooperative learning strategy and formed a novel cooperative learning teaching framework, and further discussed the effects of the programs to learning motivation and learning achievement of underachievers. The study adopted Pre- and Post-test Quasi-experimental Research Design and involved 8th grade underachievers in 2 classes, which had 29 subjects in each class, of a certain junior high school in central Taiwan. The study conducted the innovative cooperative learning teaching in experimental group for 8 times, while the control group received the conventional lecture teaching method. The study applied a research tool “Students' Motivation Towards Science Learning (SMTSL) questionnaire” developed by Tuan, Chin and Hsieh (2005) to understand the learning motivation, and also collected the score of students in 2 semester exams to conduct the descriptive statistics, test for homogeneity, one-way ANCOVA and dependent sample t test to comprehend the variation of learning motivation and learning achievement of students. The results revealed that:
1.The total score of learning motivation and the performance in all aspects of experimental group was significantly superior to control group (p<.01), and the learning motivation pre- and post-test comparison of experimental group has a significant enhancement.
2.The learning achievement of experimental group was significantly superior to control group, and the learning achievement of experimental group had a significant increase as well.
3.The involvement of underachievers in experimental group was significantly higher than ones in control group.
Thus, we may notice that:
1.“Innovative cooperative learning teaching” is efficient to improve the learning motivation of science of underachievers.
2.“Innovative cooperative learning teaching” is efficient to improve the learning achievement of science of underachievers.

並列關鍵字

underachievers ； innovative cooperative learning ； learning motivation ； learning achievement

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