探討「合作學習模式補救教學」對十一年級學生在「有機化合物」學業成就與自我肯定表現上的影響

許之音

doi:10.6842/NCTU.2015.00329

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探討「合作學習模式補救教學」對十一年級學生在「有機化合物」學業成就與自我肯定表現上的影響

The Inflluence on Eleven Graders’’ Academic Achiievement and Self-Esteenm off Learning Organic Compounds Through Cooperative Learning Remedial Instruction

許之音 , Masters　　Advisor：李榮耀　　

繁體中文 DOI： 10.6842/NCTU.2015.00329

合作學習；補救教學；有機化合物； cooperative learning ； remedial instruction ； organic compounds

Abstract │ Reference (39) │ Times Cited (3) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

This study aimed to examine the progress of eleventh graders, after learning organic compounds, in terms of their academic achievement and self-esteem, when cooperative learning remedial instruction was presented.
The subjects came from two eleventh grade classes of a senior high school in Taipei. One class, which received cooperative learning remedial instruction, was labeled the experimental group, while the other, which received didactic remedial instruction, was the control group.
The study employed a questionnaire on self-esteem, summative evaluation, and grades of the midterm exam for examination and comparison between the experimental group students and the control group students on their changes of academic achievement and self-esteem after leaning organic compounds.
A test was administered to both groups of students before and after the remedial teaching. Data collected was processed by PASW Statistics 18.
The major conclusions drawn from this study are as follows:
1.    Both didactic remedial instruction and cooperative learning remedial instruction achieved similar results in terms of student academic achievement (p>0.05); both groups made significant progress in terms of their academic achievement. (p<0.05)
2.    In cooperative learning remedial instruction, the students of high learning achievement showed significant improvement. (p<0.05) The students of middle learning achievement showed significant improvement. (p<0.05) The students of low learning achievement showed significant improvement as well. (p<0.05) The scores of progress: middle>low>high.
3.    In didactic remedial instruction, the students of high learning achievement showed significant improvement. (p<0.05) The students of middle learning achievement showed significant improvement. (p<0.05) The students of low learning achievement showed significant improvement. (p<0.05) The scores of progress: low>middle>high.
4.    Cooperative learning remedial instruction significantly enhanced the learning desire of experimental group students.
5.    Cooperative learning remedial instruction significantly helped experimental group students clarify the questions on tests.
6.    Cooperative learning remedial instruction significantly helped experimental group students absorb the contents of the textbook.
7.    Cooperative learning remedial instruction significantly improved the sense of fulfillment and confidence of experimental group students.

Keywords: cooperative learning, remedial instruction, organic compounds

Reference ( 39 ) 〈TOP〉

[3]宋曜廷、周業太、曾芬蘭，十二年國教評量變革，教育科學研究期刊，p1-31，59卷第1期，2014。
連結：
[12] Abramson, L., Seligman, M., & Teasdale, J.Learned helplessness in humans： Critique andreformulation. Journal of Abnormal Psychology, 87, 49-74, 1978.
連結：
[14] Mark, S. To succeed ornot to succeed： A critical reviewof issues in learned helplessness.Contemporar y Educat ionalPsychology, 8, 1-19. 1983.
連結：
[16]林俊瑩、陳成宏、黃章建，班級族群組成對學生學業成績的影響，教育研究與發展期刊， p61-86，10(2)，2014。
連結：
[22]黃淑苓，「學生為中心」的學習評量，教育科學期刊，p 3-24，1(2)，2002。
連結：

Times Cited (3) 〈TOP〉

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