| Summary: | 碩士 === 國立嘉義大學 === 教育科技研究所 === 93 === The study attempted to investigate how cooperative learning with technology assisted English achievement and learning attitude of the underprivileged elementary students. The research measure adopts the quasi-experimental design. The samples of 10 students were from different grades and schools in Chia-Yi City. The design was consisted of four cycles. Each cycle was made up of treatment one cooperative learning and treatment two traditional learning. The main purpose of the research was to examine whether there were differences of total number of days for achieving the goals in Reciting Text, Reciting and Translating Text, Conversation, Sentence Recognition, and Vocabulary Recognition between cooperative and traditional learning.
At the beginning and end of the research, the researcher gave the 10 students pretests and posttests. Moreover, students filled out the English learning attitude questionnaire and were interviewed before and after each treatment. Paired sample t-tests were conducted to examine whether there were differences between cooperative and traditional learning in the average days for achieving the learning goals and learning attitude.
The conclusion of this research is as follow.
1. There were significant differences in average days for achieving the goals of five dimensions between cooperative and traditional learning. Students spent fewer days for achieving the goals in cooperative learning than in traditional learning.
2. There was a significant difference in students’ interaction frequency between cooperative and traditional learning. Students’ interaction frequency in cooperative learning was higher than in traditional learning.
3. There were no significant differences in students’ learning attitudes between cooperative learning and traditional learning. However, students were more interested in learning English and were more confident of learning English.
4. According to the interview, students had positive attitudes toward cooperative learning. Students became more confident and interested in learning English through practice in small groups.
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