The Effect of Cooperative Learning Integrated into Teaching Games for Understanding on Class Atmosphere and Basketball Performance

• Main Authors: CHIAO,HSIAO-HENG, 焦肖衡
• Other Authors: PEN,YI-HSIANG
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/2crzxh

碩士 === 國立體育大學 === 體育研究所 === 107 === This study investigated how teaching games for understanding (TGfU) and TGfU incorporated with cooperative learning influence class atmosphere and basketball performance. A quasi-experimental design was adopted, and eighth-grade students from two classes in a junior high school in Taoyuan City were recruited as research participants. The combined approach of TGfU and cooperative learning was applied to the experimental group, which consisted of 15 male and 12 female students with an average age of 14.3±0.2 years. The TGfU approach was applied to the control group, which comprised 15 male and 14 female students with an average age of 14.4±0.4 years. After 16 basketball teaching sessions that spanned 8 weeks, the pretest and posttest scores obtained from the class atmosphere scale and game performance assessment instrument were analyzed by performing paired sample t-testing and analysis of covariance. The results are as follows: (1) Using the TGfU approach to teach basketball nonsignificantly affected students’ basketball performance and class atmosphere. (2) Using the combined approach of TGfU and cooperative learning exerted a significantly positive effect on basketball performance and class atmosphere. (3) The experimental group had significantly more favorable class atmosphere than the control group did, whereas basketball performance differed nonsignificantly between the experimental and control groups. The aforementioned results indicated that applying the combined approach of TGfU and cooperative learning had a significantly positive effect on students’ basketball performance and class atmosphere. In particular, the positive effect on class was more notable in the experimental group than in the control group. This implicates that incorporating cooperative learning into TFfU is effective in enhancing class atmosphere.