| Summary: | 碩士 === 國立臺南大學 === 應用數學系數學科教學碩士班 === 104 === The purpose of this study was to investigate the cooperative learning with team-ranking-tournament for the seventh graders’ learning achievement and motivation on linear function. This study adopted a quasi-experimental approach, and the experimental process went through two weeks. The differences of the learning achievement and motivation between students in the experimental group and in the control group were analyzed. The samples of the study were 59 seventh grade students from two classes in a junior department of a national high school in Xinshi District, Tainan. The experimental group implemented the cooperative learning with team-ranking-tournament, and the control group implemented traditional teaching. The data of the learning achievement-test on linear function from the two groups were analyzed with SPSS 21.0 by ANCOVA. The data of the pre-test and post-test in mathematic learning motivation from the experimental group were analyzed with SPSS 21.0 by Paired-Sample T Test. After the experiment had been finished, the experimental group was asked to fill out a learning feedback. In order to deeply understand the learning change for students and the teaching difficulties for a teacher after the team-ranking-tournament, among the high, medium and low score groups in the linear function achievement-test, two students from each group were selected for individual semi-structured interview.
As the results of this study were analyzed inductively, the following conclusions were obtained：
1. In the seventh grade, the learning achievement on linear function by cooperative learning with team-ranking-tournament was significant better than traditional teaching.
2. In the seventh grade, by cooperative learning with team-ranking-tournament the evaluation of the post-test in mathematic learning motivation was significant better than the pre-test.
3.The students learned the linear function in the experimental group had the following feelings：
(1) Students liked the method of cooperative learning with team-ranking-tournament.
(2) The students were more satisfied with psychology reward than material reward.
(3) It was helpful to understand the mathematic lesson by implementing cooperative learning with team-ranking-tournament.
(4) By implementing cooperative learning with team-ranking-tournament it was helpful for students in the mathematic achievement.
(5) By cooperative learning with team-ranking-tournament it was helpful to students in the mathematic learning motivation.
(6) Most of the students hoped to go on the method of cooperative learning with team-ranking-tournaments in the future.
(7) By cooperative learning with team-ranking-tournament it was helpful to students in interpersonal relationships.
(8) The cooperative learning with team-ranking-tournaments had the capability of Remedial Instruction.
(9) The students considered that the most important factor to help them was the discussion in the group.
4.The teacher teaching the linear function had the following difficulties：
(1) The mathematic ability of each group had to be fairer.
(2) It was difficult to control the progress of the instruction.
(3) Some students failed to be actively at the cooperative learning of times.
(4) The students in the low score group were worried about getting low score or minus points.
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