| Summary: | 碩士 === 國立臺南大學 === 應用數學研究所碩士班 === 101 === The main purpose of this study was to investigate “Video Instruction Integrated with Cooperative Learning” to understand the effects of learning achievement and learning motivation in learning arithmetic operation on the seventh graders. Meanwhile, we want to know the differences of learning achievement between students of different levels, and we can also investigate the possible difficulties when applying “Video Instruction Integrated with Cooperative Learning”. Both quantitative and qualitative methods were utilized to collect and analyze the data in this study. The researcher adopted one junior high school in Kaohsiung to proceed with the study of “Video Instruction Integrated with Cooperative Learning” on arithmetic operation and chose one seventh-grade class as an experimental group and another seventh-grade class as a control group. Samples completed the “Learning Achievement Test of Arithmetic Operation” edited by the researcher, and the “Scale of Mathematics Learning Motivation” adapted from Tuan, Chin and Shieh (2005). The researcher interviewed six students of different levels according to their scores. The researcher made use of quantitative analysis with descriptive approach, One-way ANCOVA, and paired-sample t-test in this study. The data were collected in various ways, such as video-taping, interview, worksheets of cooperative problem solving, worksheets of after-course memory, and journals of teaching for the study analysis. The researcher analyzed the data to compare the differences of learning achievement between students of different levels and possible difficulties in applying “Video Instruction Integrated with Cooperative Learning”.
Research results are in the following.
1. There are no significantly differences in learning achievement of arithmetic operation for the seventh graders between the experimental group with “Video Instruction Integrated with Cooperative Learning” and the control group with “Traditional Expository Instruction”.
2. After applied of “Video Instruction Integrated with Cooperative Learning”, students in the experimental group have no significantly differences in learning motivation.
3., By comparing problem-solving skills in common and in differences among students of different levels in learning achievement, the study shows that high-level students have more concepts in problem-solving skills, and middle-level students grasp only some concepts that the high level students have, and low-level students can’t totally get the concepts in general.
4. The results from this study show that difficulties in applying this experimental instruction can be divided into five dimensions for analysis. They are video teaching, group discussion, group reporting, course procedure, and course feelings. In video teaching, the difficulties are computer hardware, the quality of network, software execution, and manipulative factors. In group discussion, the difficulties are discussing obstacles and other unexpected conditions. In group reporting, the difficulties are delay of reporting and unexpected conditions in reporting. In course procedure, the difficulties are computer problems, too much time on reporting, and procrastination of the school administrative system. However, in course feelings, most students hold a positive attitude toward this course and the researcher is fully affected by the atmosphere of the course.
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