| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 93 === Abstract
The purpose of the study was to investigate the effectiveness of collaborative learning applied in gasoline injection engine courses by examining the effects of teaching methods on students’ achievements , and learning strategies created or promoted at vocational senior high schools. Meanwhile, the study 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 80 students of two classes at the 11th grade, in the department of automobile 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 " gasoline injection engine 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 given a collaborative learning approach are higher than those given traditional instruction.
2. The collaborative learning had caused a positive effectiveness on
achievements of gasoline injection engine for the students with high capacities in theexperimental group, and had caused a negative effectiveness for those with low capacities; also, there is a significant difference on achievements of gasoline injection engine for the students’ various learning styles in the experimental group.
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.
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.
Several suggestions were made based on the finding and conclusions.
Keywords：collaborative learning，gasoline injection，learning styles，learning strategies
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