| Summary: | 碩士 === 嶺東科技大學 === 經營管理研究所 === 99 === This research aims to address the influence of the cooperative learning teaching method on cooperative skills in learning domains, learning performances, peer interactions and learning motives. The teaching design in this research adopts STAD (Student Teams Achievement Divisions) with a control of 54 3rd-grade students in the elementary school for a quasi-experimental research in a period of 8 weeks. The data obtained from the experiment were then deducted and alanyzed by means of descriptive statistics, cross tables, pared sample t tests and independent sample t tests in the purpose of understanding the difference between two subgroups under experimental treating, and further to address the effect of schoolkid genders on cooperative skills, learing performances, peer interactions and learning motives.
The deduction of this research can be obtained as follows.
A. The effectiveness between various social learing domain teaching methods
a. In the aspect of “cooperative skills in the domain of social learning”: To the schoolkids who accept “the cooperative learning teaching method”, among seven cooperative skills, two of which, i.e. “softly speaking” and “encouragement” are going downward; two hold the same level including “listening” and “gratitude to their schoolmates in the same group”; the other skills such as “actively expressing one’s own views and opinions”, “speaking to the point of topics” and “no interjections” are going upward. There is a significantly positive relationship between the cooperative learning teaching method and the improvement of cooperative skills.
b. In the aspect of “learning performances in the domain of social learning”: In the score from “learning performance after-test in the domain of social learning”, the schoolkids who accepted “the cooperative learning teaching method” is not conspiciously better than those who accept “the general didactic teaching method”.
c. In the aspect of “learning motives in the domain of social learing”: The score in “learning motive scale” obtained from shoolkids who accept “the cooperative learning teaching method” is conspiciously better than those who accept “the general didactic teaching method”.
d. In the aspect of “peer interactions in the domain of social learning”: In the score of “table of learning intention in the same group”, the schoolkids who accept “the cooperative learning teaching method” is not conspiciously better than those who accept “the general didactic teaching method”.
B. The effectiveness of schoolkid genders on cooperative skills, learning performances, peer interactions and learning motives.
a. In the aspect of effectiveness of shoolkid genders to cooperative skills and learning performances, girls are much better boys.
b. In the aspect of effectivenes of shoolkid genders to peer interactions and learning motives, there is no obvious difference between each other.
C. With the conclusion obtained from the above research, relevent practical suggestions can be made to the teaching and study going forward and work as references by teachers in the practice of cooperative learning instructions and researches in the future.
Keywords: Cooperative learning, STAD (Student Teams Achievement Divisions), Social learning domain, Social domain learning performance
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