拼圖式合作學習教學法在國小六年級數學科實驗成效之研究─以台中市一所國小為例

• Main Author: 林至彥
• Other Authors: 蘇宏仁
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/16819861720061292033

碩士 === 國立新竹教育大學 === 應用科學系碩士班 === 95 === abstract The purpose of this study was to discern the differences among the sixth graders, as instructed by cooperative learning jigsaw IV and traditional narrative method respectively, on math learning achievement, math learning interest and math learning retention effect. Two 6th -grade classes, one class experimental group, the other controlled group, at one elementary school in Taichung City were selected as research object. Under non-equivalent pre-post test design, the researcher instructed two-unit math-teaching by way of cooperative learning jigsaw IV on experimental group, whereas the other math teacher instructed two-unit math teaching by way of traditional narrative method on controlled group. The collected data were statistically analyzed by analysis of covariance and paired-sample t-test after teaching. The conclusions were as follows: 1. On math learning achievement, cooperative learning jigsaw IV is obviously superior to traditional narrative method. 2. On math learning interest, cooperative learning jigsaw IV is not obviously superior to traditional narrative method. 3. On math learning retention effect, both cooperative learning jigsaw IV and traditional narrative method are excellent. Key word: cooperative learning jigsaw IV, math learning achievement, math learning interest, math learning extending retention effect