Effects of Group Achievement Heterogeneity on Pupils’ Learning Behavior in Science

• Main Authors: I-che Chung, 鍾一哲
• Other Authors: Chia-Ling Chiang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/96148883230541643965

碩士 === 國立臺南大學 === 自然科學教育學系碩士班 === 94 === The purpose of the study was to understand pupils’ learning behavior in various heterogeneity groups. Thirty six pupils of the 4th grade in two classes participated in the study and the study lasted for 8 months. In this study, a student with high/low academic achievement was moved from his/her group. With the quantitative and qualitative analysis of classroom observation, individual interviews and the use of observation checklist, named: “the Checklist of Groupworks in Science Learning, CGSL”, the conclusions of this study are as follows: 1. After moving a student with low ability from a highly heterogeneous group, the students with high ability staying in the previous groups were still the leaders whose scores of CGSL were significantly raised as a consequence (p < .001). The mid- and the low–ability students engaged themselves more in group activities, and their scores of CGSL were also raised significantly (p < .001, p < .01). In addition, for the group after moving one student with low ability, pupils’ scores of CGSL were raised significantly as well (p < .001). 2. After moving a student with high ability from a highly heterogeneous group, the pupils with high ability staying in the previous groups became to interact with mid-ability pupils and their learning behavior was similar to before (p ＞ .05). The mid- and the low-ability students’ learning behavior was also as usual (p ＞ .05）. For the group after moving one student with high ability, pupils’ scores of CGSL were not affected significantly (p ＞ .05). 3. The low-ability pupils’ scores of CGSL in the homogeneous group were significantly higher than those in the mid-heterogeneous groups (p < .01). The students with low ability in the homogeneous group discussed less, so their scores of CGSL were significantly lower than those in the mid-heterogeneous groups (p < .01). 4. The high-ability pupils’ scores of CGSL in the homogeneous groups were not different from those in the mid-heterogeneous groups (p ＞ .05), but the scores of CGSL of high-ability students in homogeneous group were significantly higher than those in mid-heterogeneous groups (p < .001). Finally, based on the findings of this research, further avenues of research in the field were discussed and suggested.