合作學習融入POE教學對九年級學生學習成就影響之研究－以月相概念為例

A Study of the Effects of Integrating Cooperative Learning to POE Teaching on 9th Graders' Learning Achievements-Take Moon-Phase Concept as An Example

王華南(Hua-Nan Wang)

指導教授 ： 張世忠

中原大學/人文與教育學院/教育研究所/碩士(2016年)

https://doi.org/10.6840/cycu201600300

摘要

本研究旨在探討合作學習融入POE教學對九年級學生地球科學科學習成就之影響。主要目的有三項：（一）探討合作學習融入POE教學對學生月相學習成就的影響；（二）瞭解接受不同教學模式與不同學習成就的學生，在月相學習成就上是否有交互作用；（三）瞭解接受不同教學模式與不同性別的學生，在月相學習成就上是否有交互作用。
本研究採不等組前後測準實驗研究設計。研究對象為桃園地區某國中九年級學生共97人，將學生分為三組，分別以傳統教學、POE教學與合作學習融入POE教學三種不同方式進行自然領域之月相概念教學。實驗時間(包括前準備)為期七週，每週一節，每節四十五分鐘。實驗教學前，對所有研究對象施以「月相學習成就前測」作為共變數，並於教學後施以「月相學習成就後測」作為檢驗學習成效工具。所得資料以獨立樣本單因子共變數分析、二因子單變量共變數分析統計方法加以處理。
本研究的主要發現如下：
(一)接受合作學習融入POE教學的學生，在「月相學習成就測驗」上的得分顯著高於POE教學和傳統教學的學生，顯示合作學習融入POE教學的確能有助於學生學習月相單元。
(二)接受不同教學方式與不同學習成就的學生，在月相學習成就上沒有顯著的交互作用。主要效果分析發現，接受 「合作學習融入POE教學」方式的學生在「月相學習成就測驗」的得分顯著優於POE教學組和傳統教學組學生，而「 POE教學組」與「傳統教學組」則沒有顯著差異。研究結果顯示，在「月相」單元的學習上，「 合作學習融入POE教學」方式比「POE教學」方式更能提升九年級學習成就。
(三)接受不同教學方式與不同性別的學生，在月相學習成就上沒有顯著的交互作用。主要效果分析發現，男生與女生在月相學習成就測驗得分上沒有顯著差異，顯示不同的教學方式對於男女生在學習月相單元都一樣好。
最後根據研究的結果與結論，研究者對教學與未來的研究提出建議如下：（1）了解學生程度，編排適當教材，適時調整課堂進度。（2）實施合作學習融入POE 教學策略時，教師須適時引導。(3)改變樣本研究區域，採用不同研究工具，增加研究變項。

關鍵字

月相 ； 地球科學 ； 合作學習 ； 學習成就 ； POE

並列摘要

The aim of this study was to investigate the effects of learning achievement in Integrating Cooperative Learning to POE Teaching on 9th Graders’ Earth Sciences. Three research purposes are listed as follows: (1)To explore the effects of Integrating Cooperative Learning to POE Teaching on students’ moon-phase achievement; (2)To find out if there is an interaction effect between teaching models and learning achievement of students on moon-phase achievement; (3) To find out if there is an interaction effect between teaching models and gender on moon-phase achievement.
This study adopted nonequivalent groups pretest - posttest quasi – experimental design. Ninety-seven students from a junior high school located in Taoyuan were involved. Students were assigned into three groups purposely, three kinds of teaching method were adopted to teach Moon-Phase Concept , which are Integrating Cooperative Learning to POE teaching, POE teaching and Traditional teaching. This study is conducted in one 45-minute session every week, lasting 7 weeks. All students accepted moon-phase achievement examination as a covariance variable before the experiment. The moon-phase achievement examination is executed after teaching. ANCOVA and MANCOVA were adopted to test the hypotheses.
The results of this study are listed as follows:
(1) The students receiving the cooperative learning combined with POE teaching performed significantly higher in moon-phase achievement examination than POE teaching and traditional teaching. It indicates that the cooperative learning combined with POE teaching helps students’ learning of moon-phase.
(2) There is no significant interaction between teaching models and learning achievement of students on moon-phase achievement examination. The main effect analysis shows that the students in the cooperative learning combined with POE teaching performed get significantly higher in moon-phase achievement examination than those in POE teaching and traditional teaching. Additionally, students’ scores in moon-phase achievement examination do not differ significantly between POE teaching group and traditional teaching group. And the result suggested that in “moon-phase”learning, cooperative learning combined with POE teaching could promote ninth graders’ learning achievement better than POE teaching did.
(3) There is no interaction effect between teaching models and gender on moon-phase achievement examination. Based on the main effect analysis, male and female students’ scores on moon-phase achievement examination are not significantly different. It means male and female students perform equally in different teaching models.
At last, based on the findings, the researcher stated the following suggestions for teaching：(1) The teaching of moon-phase class shall prepare teaching materials according to students’ level. Besides, teachers shall know about students’ timetable and adjust teaching syllabus and schedule accordingly. (2) Whlie practicing Integrating Cooperative Learning to POE Teaching strategies, teachers should give guidance opportunely and appropriately.(3) Changing sample study area, using different research tools and increasing research variables are recommended.

並列關鍵字

moon-phase ； earth sciences ； cooperative learning ； learning achievement ； POE

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