| Summary: | 碩士 === 德明財經科技大學 === 資訊科技與管理研究所 === 100 === Today's teaching environment is diverse, the traditional mode of learning and assessment is not the only option, and many empirical studies support the peer evaluation mechanism can improve the effectiveness of learning and self-aware learners. The purpose of this study was to examine the effects on a scaffolding cooperative learning with mechanisms of peer assessment and social comparison. We would provide the group mechanism, the roles setting mechanism and peer assessment mechanism to assist learners proceeding the collaborative learning activity. Through a quasi-experiment instruction, a factorial research design with totally 143 participants was grouped into homogeneous ability grouping and heterogeneous ability grouping, social comparison as the independent variables and the scores of peer assessment and term project as the dependent variables. A 2-way ANOVA was conducted to analyze the main effects of these measures, respectively. The results showed that (a) there are no significantly interactions between heterogeneous ability grouping and social comparison on learners’ achievement, (b) learns with upward social comparison have higher achievement, (c) most of the learners showed positive attitude in help fullness to ward peer assessment.
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