A study on the effectiveness of student’s achievement of Mechanics and learning strategies created or promoted in cooperative learning at Vocational Senior High School

• Main Authors: Neng-Yih Yu, 余能義
• Other Authors: Fan Xing Chem
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/69683239393729147946

碩士 === 國立彰化師範大學 === 工業科技教育研究所 === 92 === Abstract The purpose of the study was to investigate the effectiveness of collaborative learning applied in mechanics courses by examining the effects of teaching methods on students’ achievements, and learning strategies created or promoted at vocational senior high schools. At the same time, the study also examined whether there were significant differences in learning styles and learning strategies of the students with high and low capacities in the experimental group and those in the control group. This study first reviewed literature on the theoretical backgrounds, characteristics, and empirical studies on collaborative learning, learning strategies, and learning styles. An experimental approach served to verify the effectiveness of "Student Team Achievement Divisions" method. The experiment was a quasi-experimental pretest-posttest design. The samples contained 79 students of two classes at the 11th grade, in the division of mechanical engineering at a vocational senior high school. The experimental group and control group were given a collaborative learning approach and traditional instruction respectively, and the experiment lasted for six weeks. The instruments of the research included "the mechanics achievement test", "the learning strategies questionnaire", and "the learning style questionnaire". The analysis was based on independent sample t-test, one-way analysis of covariance, two-way analysis of covariance, and Kruskal-Wallis one-way analysis of variance by ranks. 　The conclusions of the research were listed as follows: 1. The posttest results in "learning achievement" showed a significant difference in achievement test scores between the experimental group and the control group. The results also indicated achievements of the students in the experimental group are higher than those in the control group. 2. The collaborative learning had caused a positive effectiveness on achievements of mechanics for the students with high capacities in the experimental group, and had caused a negative effectiveness for those with low capacities; there is a significant difference on achievements of mechanics for the students’ various learning styles in the experimental group, too. 3. The posttest results in "the learning strategies questionnaire" showed a significant difference between the experimental group and the control group. The results also indicated that the scores of “learning strategies questionnaire”, “cognitive strategies inventory”, and “metacognitive strategies inventory” the subjects in the experimental group got are higher than those of the control group. But it showed no significant difference in the subjects’ scores in “resource management and effort strategies inventory”. 4. The collaborative learning had caused a positive effectiveness on the students with high capacities in the experimental group, who applied learning strategies to their learning, and it had caused a negative effectiveness on those with low capacities. However, there is no significant difference on the scores in the learning strategies for the students with a variety of learning styles in the experimental group.