The Effects of Cooperative Learning on Mathematic Learning and Peer-Interaction of Low-Achieving Students at the Forth Grades in Elementary School

• Main Authors: Chun-Lin Hsieh, 謝君琳
• Other Authors: JY Yeh
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/03132708989138965241

碩士 === 國立彰化師範大學 === 特殊教育研究所 === 91 === Abstract The purposes of this study were to investigate the effects of Cooperative Learning on mathematic achievement, problem-solving process and peer-interaction of low-achieving students in the area of mathematics. The students involved were 56 average and 6 low-achieving students from two regular classes in the Jian-Gunges Elementary School in Miaoli County. One of the class attended Cooperative Learning arrangement, the other was control group. Low-achieving students were three in each class. Topic of Instruction in both classes were plane geometry units from regular classes mathematic curriculum. Before and after eight weeks of instructions students in both classes got pre-test and post-test. The research also had meetings with every low-achieving students after problem-solving test to interrogate their processes of solving problems. Analyses included t-test, U- test, Wilcoxon sign-test, percentage, and z-test. The conclusions of this research were: 1.Cooperative Learning tended to enhance the mathematics achievement of average and low-achieving students. 2. Low-achieving students in Cooperative Learning class performed better in verifying the answers, and tended to perform better in the previous four steps of problems-solving process﹙reading problem、problem integration、solution planning and solution execution﹚. Cooperative Learning cannot enhance low-achieving students’ awareness of their mistakes while they solving problems. 3.Cooperative Learning tended to promote all students as well as members of the same cooperative-learning groups accepting low-achieving students. 4.The members of the same cooperative-learning groups rated interaction with low-achieving members . 5.Most average and low-achieving students felt Cooperative Learning enhanced mathematics learning and peer interaction.