| Summary: | 碩士 === 國立臺南大學 === 應用數學系碩士班 === 103 === The purpose of this study was to investigate the cooperative learning with teams-ranking-tournaments to seventh graders’ learning achievement and motivation to learn the graphs of linear equation with two variables. The learning achievement score was explored between cooperative learning with team-ranking-tournament and traditional lecture teaching . The differences between students in the control group after the team-ranking-tournament and comparison gender differences in the experimental group were analyzed. This study could serve as a reference that could be used by the teachers guiding seventh graders in their future teaching of mathematics.
This study adopted a quasi-experimental approach. The participants were 25 boys and 27 girls, coming from a public junior high school in An Nan District, Tainan. Samples will be assigned to the experimental group and the control group. The experimental group will be taughted based on the relevant literature. The experimenta group implements the teaching by cooperative learning with teams-ranking-tournaments merged into traditional teaching while the control group. The data for analysis is the graphs of linear equation with two variables achievement test edited by the researcher herself, including pre-test and post-test in math learning motivation evaluations. Research data were analyzed with SPSS 21.0 / WIN XP Chinese version Windows. After teaching had been finished, a 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. The students in the experimental group performed better than those in the control group in learning the average of the graphs of linear equation with variables.
2. The learning achievement performance was obviously different for the seventh graders in learning the graphs of linear equation with variables in cooperative learning with team-ranking-tournament and traditional lecture teaching. The students in the experiment group learned better than the other group.
3. The learning in motivation of the students in the experiment group was not obviously different.
4. The students in the experimental group have the feelings below after taking cooperative learning with team-ranking tournament.
(1) Most of the students agreed the scores in math were raised after adopting cooperative learning with team-ranking-tournament.
(2) The learning motivation were increased after taking cooperative learning with team-ranking-tournament.
(3) The influence of the trouble caused by cooperative learning with team-ranking-tournament was not obvious.
5. The difficulties the teachers may have after implementing cooperative learning with team-ranking-tournament
(1) The attitude of discussion was not active.
(2) The strategy of task division was not proper.
(3) The time was not sufficient.
(4) The learning responsibility each member take should be enhanced.
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