An Action Research Study on the Improvement of Junior High School Mathematics Teaching

• Main Authors: Kuo, Hsiang-Miao, 郭香妙
• Other Authors: Guo, Chorng-Jee
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/36086800292778600389

碩士 === 國立彰化師範大學 === 科學教育研究所在職進修專班 === 90 === In this study, the researcher primarily applied action research to investigate the effects of Student’s Team Achievement Division on students’ learning attitude, performance and classroom atmosphere. Twenty-three junior high school students enrolled in a class in Taipei were recruited as participants for this experimental study. The measurements used in this study included Classroom Atmosphere Scale, Learning Attitude Scale, weekly reports, grade reports, observation sheets, teaching videos, and interview data from the researcher and students. Results of data analysis for the research indicated that cooperative learning significantly improved students’ learning motivation in math class and students felt less anxious than before. As for the classroom atmosphere, the data also reported excellent and positive results. Moreover, after taking cooperative learning activities, students enjoyed discussion in class, realized that discussion activities could improve their learning performance, and they hoped these activities could be kept going for the whole semester since they have learned how to present in public and how to discuss with others when they were unable to resolve the math questions by themselves. As an end result, students’ performance in the exams significantly improved. As for students’ reaction to the learning environment, the results showed that students liked to go to math resources classrooms more than general classrooms because the resources classrooms got more equipment, more math instruments, and larger spaces. By the way, students did not need to rearrange the seats. The seats were arranged for group discussions and the students really liked it. The results suggest some potential applications for the educational practice. First, the researcher appreciated student’s performance in different ways, not focusing on resolving problems only. Second, the researcher also emphasized group discussions, not teacher-centered activities only. Finally, the researcher realized how important it is for students to learn basic concepts, not repeat practicing exercises only. Also, teachers should offer some practical materials for students to think and discuss actively.