Investigating the effects of applying cooperative learning with reading comprehension to math teaching in a junior high school

• Main Authors: Sheau-Wen Perng, 彭曉雯
• Other Authors: 李敬文
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/27025457199015884606

碩士 === 樹德科技大學 === 經營管理研究所 === 103 === In the traditional teaching scene, the teacher''s evaluation method can not only focus on the traditional paper test, but should value the student''s learning process. The main purpose of this research is to investigate students’ learning attitude and efficiency in math by using cooperation learning with reading cooperative. On the other hand, the research also aims to find out the practical policy and development in order to enforce students’ motivation and achievements toward math learning. This research takes four classes with normal class grouping of similar academic level in a junior high school in Kaohsiung City as the object. The research takes advantage of the teaching experiment to investigate the result of mathematics teaching by cooperative learning. For achieving the research purposes, the literature review in the area of cooperation learning, mathematics teaching design and evaluation, and learning attitude evaluation was carried out first. Second. A plan of cooperative learning suitable for this study was completed. Reading comprehension was incorporated to draw up exclusive mathematics cooperation learning teaching material, and attitude evaluation questionnaire. The study mainly adopts an experiment to measure the differences between before and after the cooperative learning with reading comprehension, and the implementation result of the post test of the learning performance. There are 119 students as the objects of the experiment . The result showed that there was a significant difference between the experimental groups and the control groups in math learning. It was obvious that the cooperative learning integrated instruction could enhance students’ learning performance in math. On the analysis of pre-post change, there was a significant improvement observed for the experimental groups in math learning motivation, math learning attitudes and methods, and self-perceived ability. For the control groups, after the traditional instruction, students had worse performance in math learning motivation, math learning attitudes and methods, and self-perceived ability, especially significant differences in the first two variables. The study revealed that cooperative learning had a positive influence on math learning; students could learn math knowledge through interaction. Teachers could also gain their own professional development in it.