Effect of Cooperative Learning Seventh Grader』s Motivation and Achievement on the Southern Area in Natural Science

• Main Authors: WANG, SHU CHUAN, 王淑娟
• Other Authors: LIN, SU FAH
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/72707564790675483421

碩士 === 國立彰化師範大學 === 生物學系 === 96 === The purpose of this research was to investigate, with the strategy of cooperative learning and individual learning, the achievement and motivation of the seventh graders learning in natural science, and to explore the relationship between both, and last to find the differences between male and female students from a junior high school in Tainan. To fulfill this purpose, cooperative learning was compared with individual learning by a quasi-experimental design. Students from the seventh graders were divided into two groups, one as an experimental group and the other as a control group. The former group (n=103) was taught by Learning Together (LT) strategy, two students each group; individual learning was adopted in the latter one (n=69). Before and after this on-line game instruction, Learning Achievement Test and Science Learning Motivation Scale were measured by pre-test and post-test. And Learning Achievement Test was measured by delayed post-test after one week latter. The instruments consisted of Science Learning Motivation Scale, Learning Achievement Test, and Aptitude Scale. The data was analyzed by descriptive statistics, ANOVA, t-test, and Pearsons』 correlation. The conclusions of the research were summarized as follows: 1. On the whole, Cooperative learning group could promote the seventh graders』 achievement in natural science, and there was a significant difference in the retention effects of learning achievement. And it could promote the seventh graders learning motivation in natural science. 2. No correlation was between motivation and achievement in natural science. 3. Cooperative learning strategy was suitable for both gender students. There were no significant difference between males and females in learning achievement by Cooperative learning strategy. And there were no significant difference between males and females in the learning motivation . 4. The individual learning group was suitable for both gender students by on-line game instruction in natural science, too. There were no significant difference between males and females in learning achievement. And there were significant difference between males and females about 「total」, 「ability attribution」 and 「self-efficacy」 in the learning motivation.