| Summary: | 碩士 === 國立臺南大學 === 應用數學系數學科教學碩士班 === 104 === The main purpose of this study was to investigate the impact on students’ learning motivation after proceeding team-ranking-tournament integrated with cooperative learning and their attitude toward this methodology. It was expected to provide a reference for junior high school teachers in their future mathematics teaching.
This study adopted a quasi-experimental methodology, and the research sample was taken from four classes of ninth graders in a junior high in Tainan. Two classes were taken as the experimental group imposing “team-ranking-tournament integrated with cooperative learning”, and the others classes were taken as the control group imposing “traditional teaching method”. This teaching experiment proceeded for four weeks. In the aspect of volume analysis, this study used SPSS 21.0 for statistical analysis. Self-developed quadratic function learning achievement tests were imposed on both groups of students. Moreover, mathematical motivation scale tests were imposed on the experimental group before and after this methodology. In the aspect of qualitative research, after the whole experiment was accomplished, the students of the experimental group were asked to fill out a learning feedback questionnaire. Among high, medium and low grade groups in the quadratic function learning achievement test, two students were chosen from each group for individual interviews. As the results of this study were analyzed inductively, the following conclusions were obtained：
1. On learning achievements in quadratic function unit, ninth graders imposed with team-ranking-tournament integrated with cooperative learning were significantly better than those imposed with traditional teaching method.
2. The post-test of math learning motivation evaluation in quadratic function unit, ninth graders for accepting team-ranking-tournament integrated with cooperative learning was significantly better than the pre-test.
3. After proceeding team-ranking-tournament integrated with cooperative learning, most students held a positive attitude towards mathematics and gave a positive affirmation toward team-ranking-tournament integrated with cooperative learning. The most impressive and favorite part of this methodology was that students could help each other in their learning, and thought they’ve changed their mathematics learning habits. Then, students would like to learn math more actively and made progress in math grades gradually, and they also increased their mathematics learning motivation and interest. Most of the students in the experimental group would like to be taught by the team-ranking-tournament integrated with cooperative learning in the future.
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