| Summary: | 碩士 === 國立臺中教育大學 === 教育學系 === 102 === The purpose of this study was to investigate the effect of learning community on math learning of junior high students. A quasi-experimental design was used, and the study consisted of four 7th grade classes in a Taichung junior high school as subjects under the activities conducted for 21 weeks in the first semester of the 2013 academic year. The four classes were divided into an experimental group (57 students) for two of them and a control group (53 students) for the others. Both of the groups, based on the freshman entrance exams, consisted of three subgroups; the top 27% is the high-score, the middle 46% is the middle-score and the rest 27% is the low-score. The number of the subgroups for the experimental group is 15, 27, and 15, and that of the control group is 14, 25, and 14. The experimental group received learning community teaching, and the control group received regular teaching. The study aimed to explore the students’ performance in the learning attitude and academic achievement. The results are as follows:
1. Based on the pre-test and post-test of the learning attitude scale, compared to the control group, the learning attitude in the entire experimental group improved, including the high-, middle-, and low-score subgroups within. Therefore, it could be speculated that learning community helped promote the learning attitude more than regular teaching.
2. Analyzed from the result of achievement grades in math, there was no significant difference in the both groups.
3. The low-score subgroup in the experimental group had improved in academic achievement better than that in the control group. From the findings above, it was inferred that using learning community could improve the students’ academic achievement more than regular teaching.
Based on the study, suggestions for learning community and related research are provided.
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