A Study of the Cooperative Learning and Curriculum-Based Measurement Model on Third－Grade Students’ Mathematics Concepts and Achievement

• Main Authors: Shu-Chuan Chang, 張淑娟
• Other Authors: Mengping Tsuei
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/83794171672066303949

碩士 === 臺北市立師範學院 === 課程與教學研究所 === 93 === Abstract The purpose of the study was to examine the effects of cooperative leaning and Electronic Curriculum-Based Measurement (ECBM) on third-grade students’ mathematical achievement, concept development, and learning attitude. A quasi-experimental design was used in this study. One hundred and thirty-six students in four classes were assigned to cooperative learning group (CL), CBM group, CBM plus dynamic cooperative learning group (CBM+DCL) and control group. Tests for CBM, Basic Mathematical Concept Tests, and a survey for learning attitude were used as pre- and post-tests. The teachers in CBM-related experimental groups implemented CBM tests twice a week for ten weeks. The teachers in CL and CBM+DCL groups implemented cooperative learning for ten weeks. Moreover, the results of students’ math concept learning by ECBM system were used as group and instructional decision-making in the CBM+DCL group. The results of the study were: 1. The main effects and interaction effects of CBM and cooperative learning had significantly impacted students’ performance of experiment groups on CBM tests (p<.01) (1) A main effect of CBM on students’ CBM test was revealed by that the CBM+DCL group performed significantly higher than the CL group, and that the CBM group outperformed than the control group. (2) A main effect of cooperative learning on CBM test was revealed by that the CBM+DCL group outperformed than the CBM group. 2. The weekly progression slopes of students’ CBM scores in CBM+DCL group outperformed than those in CBM group. No differences were found between the CL and control groups. 3. There was no main effects nor interaction effect of CBM and cooperative learning found on students’ math achievement. 4. In terms of the percentage of correct answers among all the questions, the main effects and interaction effects of CBM and cooperative learning had significantly impacted students’ performance of experiment groups on the basic mathematics concept test. (1) A main effect of CBM on students’ performance of Basic Mathematical Concept Tests was found. The CBM+DCL group outperformed than the CL group. There was no difference between the CBM group and the control group. (2) A main effect of cooperative leaning on students’ basic math concept was revealed by that the CBM+DCL group outperformed than the CBM group. No differences were found between the CL and control groups. 5. An additional main effect of CBM on basic math concept, in terms of the percentage of correct answers among the finished questions, was found. The students in CBM-related groups outperformed than non-CBM groups. 6. In terms of math learning attitude, the CBM+DCL group outperformed than the CL group. 7. The CBM incorporated with dynamic cooperative learning could enhance students’ mastery of math concepts in many domains, including number fraction, concepts of length, areas, integers, addition, subtraction, and graphs. Suggestions for educators, teachers, and further studies were provided in this study. Keywords: Curriculum-based measurement, cooperative learning, mathematics concept learning, computerized measurement system