| Summary: | 碩士 === 國立臺中教育大學 === 教育學系 === 103 === This study aims to explore the effects of the educators’ perception of implementation of cooperative learning in the junior high schools in Taichung City and the factors of influencing the educators’ willingness to put cooperative learning into practice.
Questionnaire method was adopted and a self-made questionnaire, “problems related with practice of cooperative learning made by junior high school teachers” was conducted as a research tool. The subjects of this research were restricted to 80 public junior high school teachers in Taichung City, involved in “Activating Teaching, the Concept and Practice of Group Cooperation” of the academic year 2013.
The questionnaires were completed by the current teachers participating in the plan of the year 2013. 333 questionnaires were delivered to 76 public junior high schools of Taichung City, of which 65 schools sent back questionnaires; the school return was 86%. 279 questionnaires were returned, the return rate being 84%. 270 questionnaires were valid; 81% rate of the questionnaire could be used. The collected data were analyzed by means of average, standard deviation, t-test, Levene's test, one-way ANOVA.
The main findings of this research, in accordance with the outcome of data analysis, are summed up as follows:
1.Junior High School Teachers’ perception of implementation of cooperative learning (hereinafter referred to as “Implementation of Cooperative Learning”) assists the teachers in achieving the moderate effect of their professional development.
2.Implementation of Cooperative Learning prompts the students to gain high-level effects in learning.
3.In terms of the educators’ professional development, the effects of Implementation of Cooperative Learning will be different due to fields of teaching, yet not distinct, while there will hardly be any discrepancy on account of gender, position, working experience, educational level, and implementing periods.
4.The effects of Implementation of Cooperative Learning will not vary from gender, position, working experience, educational level, teaching fields and implementing periods in advancing the students to learn.
5.The factors of junior high school teachers’ such perception as “attitude, motive, ability, external support” have a high-level impact on the inclination to implement cooperative learning.
6.The inclination to implement cooperative learning affected by the factors of junior high school teachers’ such perception as “attitude, motive, ability, external support” will not differ in gender, position, working experience, educational level, and teaching fields.
7.The will to practice cooperative learning swayed by the factors of junior high school teachers’ perception of attitude will vary among periods of implementation.
This study made concrete suggestion to educational authorities, school administration, junior high school teachers, and future related studies based on the conclusion mentioned above.
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