The effects of Web 2.0 Cooperative Learning on Sixth Graders

• Main Author: 陳軒德
• Other Authors: 王健華
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/73608485381190313708

碩士 === 國立臺灣師範大學 === 圖文傳播學系 === 99 === The research aimed at discussing the learning effects of Web 2.0 Cooperative Learning on elementary school senior graders. As a whole, the aim of the research was to explore whether the Web 2.0 Cooperative Learning could be more helpful than the Didactic Instruction and the traditional Cooperative Learning---STAD on promoting students’ abilities of rhetorical distinction and strengthening their learning motivation. The research was a Quasi-experimental Design. The samples of this research were 106 sixth graders who came from three classes in the Taipei County Elementary School. This teaching experiment lasted for nine weeks. The independent variables were “teaching strategies” and “levels of abilities”; the dependent variables were “rhetorical ability in Chinese” and “learning motivation.” The research tools included “ Rhetorical Ability Test on the sixth graders in the elementary school” and “Learning Motivation Scale on the sixth graders in the elementary school.” According to the results of this research, they showed that different “teaching strategies” had significant differences in the “rhetorical ability” and “learning motivation.” However, different “teaching strategies” had interaction in “rhetorical ability” of students who had different “ability level” in Chinese; whereas there was no interaction in “learning motivation.” After further discussion, we found that Web 2.0 Cooperative Learning Strategy could significantly improve students’ learning effectiveness and learning motivation. Besides, whether the students were high or low ability levels, the results showed that Web 2.0 Cooperative Learning Strategy had significant benefit on those students. We also found that “traditional Cooperative Learning---STAD” was a little superior to “Didactic Instruction” in terms of students’ learning effectiveness and learning motivation and that the results on statistic had no significant difference.