| Summary: | 碩士 === 國立臺南大學 === 應用數學系碩士在職專班 === 106 === The purpose of this study was to explore the influence of cooperative learning with team-ranking-tournament for the seventh grade students on learning achievement, learning motivation on “Linear Equations in Two Variables”,and explored the learning feeling of students further.
This study used the quasi-experimental design,and the thirty-nine research subjects were adopted from two classes of seventh grade students at a junior high school in Guiren Dist., Tainan City. The researcher divided the study subjects into experimental group and control group in a non-random manner. The experimental group was implemented the cooperative learning with team-ranking-tournament,and the control group was implemented the traditional teaching method. After researcher completed the experimental teaching of the unit of " Linear Equations in Two Variables " in the first chapter of mathematics second book of the Kang Hsuan version, the research subjects was implemented “Linear Equations in Two Variables Achievement Test” and “Mathematics Learning Motivation Scale”, using SPSS 21.0 analysis and comparison of the differences. At last, researcher used semi structured interview to know the learning feeling of students.
Research results were in the following:
1. There were no significantly differences in learning achievement of the unit of linear equations in two variables for the seventh grade students between the cooperative learning with team-ranking-tournament and the traditional teaching method. But the average of post-test was better than the pre-test.
2. There were significantly differences in mathematics learning motivation for the seventh grade students between the cooperative learning with team-ranking-tournament and the traditional teaching method.
3. The learning feeling for the seventh grade students using cooperative learning with team-ranking-tournament were in the following:
(1) Changed the view from negative to positive.
(2) The most impressive thing was the interaction with peers, and the favorite part was the sense of honor that gave the points for the group.
(3) Felt helpful for learning math.
(4) Became interesting during class,and wanted to learn math more active than before. They could learn more about solving problems through discussion.
(5) Changed the habit of learning math. The reasons were in the following:
a. Understood the mathematics concept when they taught others.
b. The learners gained more learning opportunities when they were taught.
c. Learned more active than before,and fought for honor of the group.
(6) Hoped to continue to learn from the method of cooperative learning with team-ranking-tournament. The reasons were in the following:
a. It could help each other for the progress in math. And it could also improve the friendship between classmates.
b. It could gain satisfaction when teaching classmates.
c. It could learn different problem solving skills.
d. It could increase the interest of learning mathematics.
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