| Summary: | 碩士 === 國立嘉義大學 === 管院碩士在職專班 === 104 === Cooperative learning has become more popular in Taiwan in recent years. In cooperative learning classroom, the emphases have been placed on the interaction among students and between students and teachers, and this characteristic has been regarded as the major difference from the traditional teaching approach where communication tends to be one-way and students learn passively. Cooperative learning approach also shifts the sole focus on student grades to multiple student learning outcomes which address the establishment of various competencies, such as the adaptability to future society, problem-solving and social skills and so forth. Numerous previous studies of cooperative learning have indicated cooperative learning has dramatically changed the traditional teaching, and improved students’ learn outcomes. However, little attention has been paid to how personal differences have contributed the learning outcomes of students. The purpose of this study is to research the effect of student previous learning outcome on the student performance in and perceptions of cooperative learning classroom. Specifically, this study focuses following five major aspects: student learning motivation and attitudes, students’ skills for cooperating and interacting with fellow students, the relationship between students and the teacher, students’ learning strategy, and students’ emotional state.
The research subjects are convenient samples drawn from the 9th grade geographic classroom from the HaiDian Junior High School, Tainan City. 180 Survey questionnaires were distributed, and 167 valid surveys collected and analyzed using SPSS 20.0 to test the hypotheses. The results are following:
1. Female students perform significantly better than their male counterparts in general, and specifically, there are significant gender differences in the aspects of student learning motivation and attitudes, students’ skills for cooperating and interacting with fellow students, the relationship between students and the teacher, and students’ emotional state.
2. In cooperative learning classroom, student with different levels of previous learning outcomes show significant difference in their learning strategies. However, no significant difference can be found in the aspects of cooperation and interaction skills and emotional state.
3. Male students with different levels of previous learning outcomes show significant difference in their learning motivation and attitudes.
4. Female students with different levels of previous learning outcomes show significant difference in their relationship with the teacher.
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