The Influence of Cooperative Learning Toward Junior High School Students’ Flow Experience and Learning Satisfaction in Music Class

• Main Authors: Chiang, Ying-Ying, 江盈瑩
• Other Authors: Tseng, Cheng-Jui
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/71023384797383066638

碩士 === 亞洲大學 === 休閒與遊憩管理學系碩士在職專班 === 102 === Cooperative Learning is a method to contribute to group partners’ trust and cooperation, moreover, work hard for personal and group progress. The purpose of the method is to provide a cooperative learning environment, in order to reach certain goals such as cognition, emotions and skills. The main steps of Student’s Team Achievement Division (STAD) include: (1) giving lecture to the whole class (2) grouping (3)quizzing (4) the progress of personal grades (5) praising the groups. This method is different from Traditional Teaching Method (TTM). The purpose of this study is to probe into the effect on the stepping in of Cooperative Learning to 7th graders’ recorder education. The effects include the flow experience and the learning satisfaction gained from class. The study adopt Quasi-Experiment Designs, sampling on two classes of 7th grade students from Shalu Junior High School of Taichung City. The object of study, including the 59 students in total, are separate into experimental group of 30 persons(Cooperative Learning) and control group of 29 persons (TTM).Teaching experiment carry on 4 weeks.(totally 8 classes, each week 2 classes, every single class 45 minutes) Then conducted tests with flow experience and learning satisfactin during a week of the back and forth of the experiment. Below is the result of the research. 1. Cooperative learning groups " flow experience " the scales of "unity of knowledge", "balance of challenges and skills," "self into the experience," "a sense of timing shift", "concentrate", and overall flow experience significantly progress. 2.Cooperative learning groups "learning satisfaction" subscale of "Music courses" in "teaching", "human relationships", "Environmental Equipment", "academic performance", and overall satisfaction with significant learning progress. 3.Traditional teaching group " flow experience " the scales of "unity of knowledge", "Challenges and balance skills," "self into the experience," "a sense of timing shift", "concentrate", and overall flow experience insignificant progress. 4.Traditional teaching groups "learning satisfaction" sub-scales of the "Music courses" in "teaching", "human relationships", "Environmental Equipment", "academic performance", and the overall learning satisfaction insignificant progress.