The study of the influence of problem-based learning in different cooperative learning grouping on college student’s Computer-Aided Design and Computer-Aided Manufacture curriculum learning performance and creativity

• Main Authors: Chin-Pin Chen, 陳清檳
• Other Authors: David W. S. Tai
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/01744313059836452442

博士 === 國立彰化師範大學 === 工業教育學系 === 92 === The purpose of this research was to investigate the factors of the influence on CAD and CAM curriculum of students in college students’ and analyze the influence on learning performances and creativity to CAD and CAM curriculum of students from different backgrounds of family and different groups of instruction. In order to achieve the purpose of this research, the design of the research adopted quasi-experimental design, and carried on fifteen weeks experimental instruction in Industry Education Department of National Changhua University of Education. The instruction objects were sophomores in machinery groups including 2 classes with 30 students as heterogeneous cooperative learning groups（heterogeneous cognitive style groups）, and 28 students as homogeneous cooperative learning groups（homogeneous cognitive style groups）. Thus, there were totally 58 valid samples of this experiment. After experimental instruction, analyze data by different statistics methods, such as one-way MANCOVA, one-way MANOVA, canonical correlation analysis, path analysis, independent t-test, and dependent t-test to exam each hypothesis of the research. To sum it up, the results of the research are as following: 1.In regard to the whole social scale of family, there is no significant difference in learning performance of CAD and CAM curriculum. As for the occupation of parents, there are significant differences in skill learning performances and learning attitudes of CAD and CAM curriculum. 2.In regard to the learning performances in CAD and CAM curriculum and creativity, students in heterogeneous cognitive style groups are significantly better than students in homogeneous cognitive style groups. 3.There is no significant correlation between parents’ education attitudes of students and the learning performances of students in CAD and CAM curriculum. 4.In regard to the parents’ creative nurturing methods, students with more encouragement and support on diversely creative thinking have better learning performance in CAD and CAM curriculum. Students with better fluency, flexibility, and preciseness on creativity have better learning performances in CAD and CAM curriculum. 5.Under problem-based learning, students in cognitive style groups have significant improvements in learning performance of CAD and CAM curriculum. 6.There is no significant difference in creativity among students with different backgrounds and social scales of family. 7.There is no significant correlation between students’ creativity and the parents’ education attitudes and creative nurturing methods. 8.Under problem-based learning, the factors of influence on students in heterogeneous cognitive style groups in learning CAD and CAM curriculum are social scales of family, education attitudes of parents, parents’ creative nurturing of education, preparatory subject experiences, and problem resolving attitudes.