A Study of Cooperative Learning Integrating into Inclusive Physical Education on Junior High School Students’ Peers Acceptance Attitudes toward Mental Retardation

• Main Authors: Sin, Chi-Liu, 劉芯綺
• Other Authors: Chou, Chien-Chih
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/35723609614673766549

碩士 === 臺北巿立體育學院 === 運動教育研究所 === 97 === Abstract The purpose of this study aimed mainly at studying the difference of acceptance attitudes of junior high school students in cooperative learning integrating into inclusive physical education and realize their thoughts and feelings. According to the purpose of this study, the subjects were sampled from 34 year eight students and 5 mental retardation students, and the experimental group participated in sixteen 40-minutes cooperative learning integrating into inclusive physical education units in PE class. Dependent sample t-test, matched sample t-test and analysis of variance are applied to analyze the data of scales. In addition, arrange these talking feedback of students and use quality analysis. The conclusion shows that (1) After the “cooperative learning integrating into inclusive physical education” the difference of acceptance attitudes are not significant of students toward their mental retardation peers. (2)After the “cooperative learning integrating into inclusive physical education” girls’ acceptance attitudes are significant higher than boys’ in scales and the results. (3) After the “cooperative learning integrating into inclusive physical education”, the difference of acceptance attitudes are not significant between the contact group and none contact group (4)according to analysis of the students’ talking feedback , “cooperative learning integrating into inclusive physical education” can improve the students’ impression and opinions toward their mental retardation peers and most students express that mental retardation peers show good learning performance in class.