| Summary: | 碩士 === 逢甲大學 === 公共事務與社會創新研究所 === 106 === In this research, a case study was adopted. A class of 19 students in eighth grade was selected as the research subject, and the students were grouped heterogeneously on ability. The study investigated the effects of using cooperative learning to improve reading comprehension. There were two points of this study. The first one is to develop reading curriculum by using cooperative learning for junior high school students. The second one is to explore the cooperative learning effects on reading comprehension for junior high school students.
The study period was from September 2017 to January 2018. The resources were from work sheets, questionnaires, grades, interviews, teaching observations, and feedback from other teachers. By analyzing the resources, the results were shown as follows. First, using cooperative learning can improve students’ learning motivation and learning interest. Second, using cooperative learning could improve student-student classroom interaction. Third, positive teacher-student relations could be developed through group discussion. Fourth, students could learn from others through group discussion. Fifth, most students' reading comprehension could be improved by using cooperative learning. Sixth, the gap between high level students and low level students became smaller by using cooperative learning.
As a teacher, it should be noted that the total number of students engaged in cooperative learning should not be too low when cooperative learning is carried out. When the overall number is too low, it is prone to have the situations in which the levels are imbalanced, and thus, the fairness of the grouping is affected as well. Diversified teaching materials can improve students' learning. We suggest that teachers can design courses with co-teachers and collecting resources from multiple perspectives to make the study be objective.
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