The Study on Learning Effectiveness by Cooperative Learning in Science and Technology for 4th-Graders in Elementary School

• Main Authors: Chao-yang Yu, 余照陽
• Other Authors: I-Shin Chen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/61041740482829899077

碩士 === 臺北市立教育大學 === 自然科學系碩士班 === 97 === This study intended to explore the impact of the cooperative leaning method called Student Teams Achievement Divisions Method (STAD) on the learning achievement of fourth-graders in the lessons of “the secret of air,” a topic of natural and life science. The quasi-experiment research method was adopted with the assistance of qualitative study. The research subjects consisted of 58 elementary students in 2 classes of an elementary school in Taipei city. One class was given the “cooperative learning method” as experimental group, while the other was subject to typical teaching and serves as control group. The study was measured using the achievement examination of “secret of air,” and the pre and post-examination measurements were collected for variance analysis, while other data were collected for analysis of students’ learning effectiveness using “learning form” and interviews. The study result that: 1. by receiving STAD cooperative learning, students displayed better performance in experimental group than in control group, and the difference was statistically significant (F＝48.90，P＜ .001). 2. by receiving STAD cooperative learning, students score better than control group in all high, medium and low-score sections; also, it was found in interviews that the students in the three score sections had the myth of “both smoke and steam are gases” in control group. 3. by receiving STAD cooperative learning, there was no difference in learning effectiveness in both boys and girls. 　　Based on the result of teaching experiments in this study, it was proposed that teachers were suggested to adopt STAD cooperative learning for teaching. This not only improved the teaching proficiency of individual teachers, but also allows students to experiment different teaching strategies for improvement of learning effectiveness. The results of teaching experiments were hereby provided for the reference of cooperative studies in the future or the basis of relative studies.