The impact of cooperative learning associated with portfolio evaluation on junior high school students’ mathematical problem solving achievement.

• Main Authors: Shu-chun Chen, 陳淑均
• Other Authors: 潘靖瑛
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/w2t3n7

碩士 === 慈濟大學 === 教育研究所 === 95 === The purposes of this study will discuss the effect of cooperative learning associated with learning portfolio in mathematical solving achievement to second junior high school student, and impact of cooperative learning associated with learning portfolio in mathematical learning and solving attitude to second junior high school student as well as impact of cooperative learning associated with learning portfolio in mathematical learning degreesatisfaction to second junior high school student. The method of pretest –posttest nonequivalent group is adopted in this study. The subjects are selected from the students who take the second junior high school student’s mathematical course to form two groups with equivalent mathematical competence; one as the experimental group instructed by cooporative learning associated with learning portfolio. STAD, and the other as the control group instructed by the traditional lecture method. These two groups have the same teacher, teaching materials and scheduled progress. This study is carried out for fifteen weeks. A pretest is conducted to measure the student’s mathematical solving ability and learning motivation at the beginning of this study. Then student’s mathematical solving competence will be tested after finishing each unit, and the first exams and the second exams are collected to be the mathematical solving competence posttests. At the end of semester, student’s mathematical learning motivation and satisfaction are also measured as parts of posttests. The following are the main findings of this study. 1、 achievement of mathematical solving The experimental group’s score is significantly higher or no different from the control group’s . 2、 mathematical learning and solving attitude The experimental group’s score is significantly higher or no different from the control group’s . 3、mathematical learning satisfaction The experimental group gets significantly higher scores on learning outcome and interpersonal interaction than the control group does. But there is no significant difference between two groups’ scores on teacher’s instruction and curriculum content. In conclusion, compared with the traditional lecture method , the cooperative cooperative learning associated with learning portfolio has significantly positive effect on promoting second junior high school student’s mathematical solving achievement and learning attitude , as well as learning satisfaction.