A Study of Collaborative Learning on Self-Efficacy of the Elementary Fourth Graders in Social Study

• Main Authors: Fu, Tien-Yun, 傅天韻
• Other Authors: 張芬芬
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/27892726944859163879

碩士 === 臺北市立大學 === 學習與媒材設計學系課程與教學碩士班 === 103 === A Study of Collaborative Learning on Self-Efficacy of the Elementary Fourth Graders in Social Study Abstract This study aims to investigate a study of “Collaborative Learning” on self-efficacy of the elementary fourth graders in social study。 Quasi-experimental design was adopted in this study. The participants were two classes of fourth-grade students in a Taipei municipal elementary school. There were twenty one students in the experimental group in which “Collaborative Learning” was conducted, while there were other twenty one in the control group in which normal social study instruction was undertaken. The experiment lasted nine weeks and included twenty-seven lessons for each group in total. Two groups of students were measured by the “Learning self-Efficacy inventory” on the pre-test and post-test. The test scores were processed by three statistical methods: (1) one-way ANCOVA was employed to test the differences of the “learning self-efficacy” in two groups; (2) correlated samples t-test was employed to test the change of “learning self-efficacy” in the experimental group; (3) independent samples t-test was employed to compare the differences between the scores of girls and those of boys in the experimental group. The major outcomes of this study are as follows: 1.There is no significant difference in implement of “Collaborative learning” in social study on “learning self-efficacy” of the elementary fourth graders. 2.There is no significant difference between genders while implementing the “Collaborative learning” in social study on “learning self-efficacy” of the elementary fourth graders. Based on the research outcomes, suggestions for teachers and for further study are proposed in this dissertation. Keywords: collaborative learning, social study, learning self-efficacy