| Summary: | 碩士 === 國立臺南大學 === 應用數學研究所碩士班 === 101 === The purpose of this study was to investigate the cooperative learning with teams-ranking-tournaments to eighth graders’ learning achievement and motivation to learn multiplicative identities.The differences between students in the control group after the team-ranking-tournament and comparison gender differences in the experimental group were amalyzed. Furthermore, the researcher observed the reaction of the male and female students from the high, medium and low score group of achievement test on multiplicative identities after the team-ranking-tournament. This study could serve as a reference that could be used by the teachers guiding eighth graders in their future teaching of mathematics.
This study adopted a quasi-experimental approach. Samples were selected from a public junior high school in AnNan District, Tainan. Samples will be assigned to the experimental group and the control group non-randomly. The experimental group will be taughted based on the relevant literature. The data of the achievement test on multiplicative identities of the two groups and the pre-test and post-test of the experimental group in math learning motivation evaluation were evaluated.Research data were analyed with SPSS 20.0 / WIN XP Chinese version Windows and EXCEL 2003. After teaching had been finished, a learning feedback questionnaire survey was administered to the experimental group students. In addition, a male and female students from the high, medium and low scores group of a achievement test in multiplicative identities were selected to interview.The results are as following:
1. No significant difference in achievement was found between cooperative learning
with team-ranking-tournament and traditional lecture teaching.
2. The post-test of math learning motivation evaluation of the experimental group for
acceptting cooperative learning with team-ranking-tournament was significantly
better than the pre-test.
3. Gender differences between the experimental groups for acceptting cooperative
learning with team-ranking-tournament was significant different in achievement test
on multiplicative identities, which female students were significantly better than male
students.
4. Gender differences between the experimental group for acceptting cooperative
learning with team-ranking-tournament was not significant different in the
motivation of multiplicative identities.
5. Most of the students in the experimental group gave positive responses in
multiplicative identities.
6. By cooperative learning with team-ranking-tournament, students could teach each
other, so that they had a sense of accomplishment and confidence and changed their study habits in multiplicative identities.
7. By cooperative learning with team-ranking-tournament, researcher could create a fun learning environment, to make students learn math more easily and helpfully.
8. Most of the students in the experimental group hoped that they would like to be taught by the cooperative learning with team-ranking-tournament in the future.
9. By cooperative learning with team-ranking-tournament, the teachers had the following implementation difficulties:
(1) The math abillity of each group was not similiar.
(2) Difficult to control the instruction progress.
(3) Difficult to handle the group discussion time.
(4) Some students failed to actively cooperate.
Keywords: teams-ranking-tournaments, cooperative learning, motivation
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