The effect of integrating electronic textbook with cooperative learning on math learning motivation and achievement for ninth graders

• Main Authors: Ming-Feng Hsieh, 謝明鳳
• Other Authors: Li-An, Ho
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/23291094653187935052

碩士 === 淡江大學 === 教育科技學系數位學習在職專班 === 103 === This study aims to compare effects of integrating cooperative learning and traditional pedagogy to e-textbooks on 9th graders’ learning motivation and achievement for junior high teachers. Subjects are 58 students of 2 classes of 9th graders at a junior high school in Hsinchu County (新竹縣). Study was a 6-week experimental instruction research, with 5-class teaching activities per week. The study adopted the quasi-experimental design, and instruction model was the independent variable. It was divided into the experimental group (mathematical program for integrating cooperative learning to e-textbooks) and the control group (another for using traditional instruction method). Dependent variables are “mathematical achievement test,” and “mathematical learning motivation scale.” By using descriptive statistical analysis, independent-sample t-test, and two-sample t-test, we evaluated if there were any significant difference existed in dependent variables. Finally, we offered a conclusion and recommendations. Results are as below: 1. For mathematical learning motivation, the experimental group was significantly superior to the control (p<.05). It proved that the integration of cooperative learning to e-textbooks would enhance mathematical learning motivation. 2. For mathematical achievement, post-test results were better than pre-test in both groups. The experimental group was apparently superior to the control (p<.05), particularly existed between medium achievement group(p<.001) and low achievement group (p<.01). For concept comprehension ability, the experimental group was obviously superior to the control (p<.01). It proved that the integration of cooperative learning to e-textbooks would promote mathematical achievement. 3. The integration of cooperative learning to e-textbooks is superior to that of traditional instruction model. According to results, we offered concrete suggestions for the reference to instruction design, mathematical teaching, and future relevant research.