The Effects of Group Investigation (GI) on the Fifth Graders’ Social Studies Achievement, Social Studies Self-efficacy, and Cooperative Skills

• Main Authors: CHIH-CHUNG CHENG, 鄭志宗
• Other Authors: 陸怡琮
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/04249640565072217674

碩士 === 國立屏東師範學院 === 教育心理與輔導學系碩士班 === 93 === The Effects of Group Investigation (GI) on the Fifth Graders’ Social Studies Achievement, Social Studies Self-efficacy, and Cooperative Skills Chih-chung Cheng Summary Group Investigation (GI) is a strategy of cooperative learning. In GI, each group identifies a topic and gathers information from a variety of sources. Then the groups prepare a final report and present their findings to one other. This strategy is completely different from traditional way of learning and should be suitable for learning social studies. The main purpose of this study is to examine the effects of GI on the fifth graders’ social studies achievement, self-efficacy and cooperactive skills. Using a quasi-experimental design, two classes of fifth graders from an elementary school in Pingtung County were selected. One class was randomly assigned as the experimental group who received 12 weeks of GI in their social studies class, while the other class was assigned as the control group who received traditional group discussion learning. Before and after the experiment, both groups of students complete a social studies achievement test, a scale of social studies self-efficacy, and a scale of cooperative skills. The results indicated that after the experiment, the students who received GI scored significantly higher than the control group in their social studies achievement and in their cooperative skills, whereas the two groups did not differ in their social studies self-efficacy. Based upon the results, implications of the study were suggested. Keyword: cooperation learning, group investigation, social studies achievement, self-efficacy, cooperative skills