The Learning Effects by Applying Team Game Tournament (TGT) of Cooperative Learning Methods in Mathematical Area of the First Graders

• Main Authors: Wang,Yunchien, 王燕雀
• Other Authors: Lea,Chinwuu
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/54040468057429962052

碩士 === 嶺東科技大學 === 經營管理研究所 === 99 === This study aims to discuss the effect of Team-Game-Tournament (TGT) on first-grade elementary student in the field of mathematics plus-minus method. To investigate if the TGT law could enhance the student’s interests and achievements toward mathematics, or reduce the anxiety in mathematics study. We also study the influence of student’s gender and Intelligence Quotient (IQ), and parent’s levels of education on mathematics interests, achievements, and anxiety. This study was conducted by using quasi-experiments and took place in an elementary school around in Taichung Sheng-Gang area. We chose two first –grade classes which have teachers with similar backgrounds. One class as experience group, which was taught by the researcher using Team-Game-Tournament (TGT). The other class is control group, which was taught by original teacher using traditional education. This experiment focused on mathematical education and took eight weeks in total. In terms of data analysis, the results come from quantitative analysis with data collected from the questionnaires which were filled in by respondents in experimental group and control group. Statistically, both Compared T-test and Student’s T-test were applied in this research to figure out the key findings. There are 8 key findings as below: 1. The learning interests toward Mathematics of students in experimental group and control group are not different significantly. TGT can’t successfully increase students’ interests in Mathematics. 2. The achievement in Mathematics of students in experimental group and control group are not different significantly. TGT can’t increase students’ achievement in Mathematics successfully. 3. The learning anxiety about Mathematics of students in experimental group and control group are not different significantly. TGT can’t decrease students’ learning anxiety about Mathematics successfully. 4. There is no significant difference in learning interests toward Mathematics between gender, different intelligence quotient and education level of their parents. 5. There is no significant difference in achievement in Mathematics between gender and different education level of their parents. 6. There is significantly positive relationship between achievement in Mathematics and students’ intelligence quotient. 7. There is no significant difference in learning anxiety about Mathematics between gender and different education level of their parents. 8. There is significantly negative relationship between learning anxiety about Mathematics and students’ Intelligence Quotient.