合作學習法應用在實用技能班會計科目之學習研究

• Main Author: 徐敏芳
• Other Authors: 康自立
• Format: Others
• Language: zh-TW
• Published: 1999
• Online Access: http://ndltd.ncl.edu.tw/handle/09749131805385769037

碩士 === 國立彰化師範大學 === 商業教育學系 === 87 === The purpose of the research was to get the experimental results of cooperative learning of accounting subject in practical arts education at vocational senior high school. According to the experimental results and findings, the research try to figure out the possible reasons and made recommendations for suitable teaching approach in the practical arts education at vocational senior high school. The research started from constructing the foundation of research by briefly describing the theoretical background and the meaning, characteristic, methodology, flow of application of cooperative learning, and reviewed the results of practical studies of other research. Finally, applying experimental approach into "student teams-achievement divisions" to achieve the objectives of the research. The experiment was proceeded by quasi-experimental pretest-posttest design. The samples, consisted of two classes in grade-11, 92 students in total, were from accounting affairs department of practical arts education at vocational senior high school. The experimental class and control class were given by cooperative learning approach and traditional instruction respectively and the experiment last for 6 weeks. The instruments of the research included "achievement in accounting learning", "classroom climate questionnaire", "self-efficiency questionnaire". The analysis were conducted by independent sample t-test, paired-sample t-test, two-way analysis of covariance, and one-way multivariate analysis and one-way multi-variant analysis of covariance. The major findings of the research were as follows: 1. The achievement of "accounting" learning of cooperative learning approach: a.The low-achievement samples in both experimental and control class showed significant differences between cooperative learning approach and traditional instruction. The results also showed the former were higher than the latter. b.The high-achievement samples in both experimental and control class showed no significant differences between cooperative learning approach and traditional instruction. 2. The results of "self-efficiency" of cooperative learning approach: The efficiency of pretest and posttest results of "self-efficiency" as well as of scales of "instruction learning" and "accounting learning" showed no significant difference between experimental and control class. 3. The "classroom climate" in "accounting" class of cooperative learning approach: a.The pretest results in "classroom climate" as well as in the scales of "classmate''s support", "teacher''s support", "satisfaction" and "cohesion" showed the control class was higher than experimental class. b.After experiment, the posttest results showed there were significant difference between experimental class and control class. The level of consciousness of "classmate''s support" in experimental class was higher than that of control class. c.There was no significant difference in the posttest results of "classroom climate" as well as of the scales of "teacher''s support", "satisfaction", "cohesion". Finally, recommendations were made, based on the findings and conclusions, for application of cooperative learning approach in practical arts education in vocational senior high school, and for further study.