A Study of Net Project-Based Learning Achievement by Grouping of Cooperative Learning based on Multiple Intelligences

• Main Authors: Wei-Ping Huang, 黃瑋苹
• Other Authors: Chien-I Lee
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/60620952031099408329

碩士 === 國立臺南大學 === 資訊教育研究所碩士班 === 91 === The purpose of the study was to find out the influence of grouping of cooperative learning based on multiple intelligences on net project-based learning achievement. This research collected 120 students from 6 primary schools in Tainan county and Tainan city. They were randomly separated into two groups. The experimental group was grouped by students’ multiple intelligences. The controled group was grouped by their academic achievement. In net project-based learning environment, project-based learning achievement was assessed by students’ learning process and their portfolios. The statistic methods used in this research include: t-test, product-moment correlation, and stepwise multiple regression. The results show: In project-based learning environment, there was no significant difference in the result of self-evaluation from students between two groups. The peer assesssment of the experimental group was superior to that of the controled group. The teacher evaluation of the group devided as multiple intelligences based group was superior to the group of academic achievement based. Assesssment of the multiple intelligences based group was superior to that of academic achievement based group. The portfolio self-evaluation of the multiple intelligences based group was superior to the academic achievement based group. There was no significant difference in the result of the portfolio peer assesssment of the multiple intelligences based group and the academic achievement based group. The portfolio teacher evaluation of the multiple intelligences based group was superior to the assessment of the academic achievement based group. The portfolio assesssment of the multiple intelligences based group was superior to the assessment of the academic achievement based group. Significant positive correlation between six variates of multiple intelligences and project-based learning process assesssment. Significant positive correlation between three variates of multiple intelligences and project-based learning portfolio assesssment. Three variates of multiple intelligences was able to predict project-based learning process assesssment. Two variates of multiple intelligences was able to predict project-based learning portfolio assesssment.