The Study of Effectiveness of Cooperative Instruction of the Triangulation Measure of Vocational High School

• Main Authors: WEI, WUN-FANG, 魏妏芳
• Other Authors: SHIAO,LONG-SHENG
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/55519816255958781583

碩士 === 國立高雄師範大學 === 數學系 === 105 === This study mainly through a action research method on combining the cooperative learning into the triangulation unit, it is exploring the student's course of study during this process. Targeting at 10th grade students, the research sample is selected from small vocational high school in Taitung. The researcher take the group approach for students to arrange a "cooperative learning" model of the situation, it is explore whether there are different effects on students with different learning outcomes and different gender. During the implementation of the teaching process, in accordance with the action research concept, the researchers paid constant attention to the questions asked by the students, reviewed and modified the teaching process to determine the most appropriate method of learning for the students. Therefore, the current study analyzed results from three mathematics achievement tests (pretest, posttest, and delayed posttest), a mathematics learning attitude scale, a satisfaction survey on the cooperative learning integrated teaching method, personal teaching and reflection notes, and contents of student interviews to determine whether there were any positive gains in the students’ learning patterns and learning attitudes exhibited during the cooperative learning integrated teaching process. The researcher also used weekly feedback from the students as well as the contents of student interviews conducted at the end of the class for the week to review and modify the teaching process. The results of this research were as follows: 1. Through revision and modifications of the teaching process performed after the classes each week, most of the students responded favorably in the delayed posttest (i.e., after 8 weeks), and had positive attitudes toward the cooperative learning integrated course. 2. The cooperative learning contributed toward increasing the students’ mathematics learning outcome, as evidenced by the significant differences that were determined from analyzing the class as a whole. However, with respect to the students’sex, the learning outcome of female students showed a significant difference, whereas the male students showed no significant difference between themselves. This indicated that the learning outcome improvement was greater amongst female students than it was amongst male students. No significant differences were observed in the posttest and delayed posttest results, indicating that the proposed teaching method showed negligible effect on the student’s retention of geometric concepts. 3. Regarding learning attitude toward mathematics, we derived the following conclusions: a. The students’ learning attitudes displayed positive gains associated with the cooperative learning integrated teaching process in the pretest and posttest. An analysis of the various aspects of the learning attitudes of the entire class showed significant differences in mathematics usefulness, mathematical methods, critical analysis abilities, and motivation; however, no significant differences were determined in mathematics confidence. Thus, the entire class did not perform favorably regarding mathematics confidence, but significant improvements were observed in over half of the aspects. b. From an analysis conducted according to students’ sex , the following conclusions were obtained : ⅰ. In the pretest and posttest results regarding the male students’ learning attitudes toward mathematics, significant differences were observed in mathematics usefulness, mathematical methods, critical analysis abilities and motivation. No significance differences were observed in mathematics confidence. This analysis revealed that over half of the female students showed significant differences. ⅱ. In the pretest and posttest results regarding the female students’ learning attitudes toward mathematics, no significance differences were observed in the following aspects: mathematics usefulness, mathematics confidence, mathematical methods, critical analysis abilities and motivation. This analysis revealed that over all of the female students did not show significant differences. The result was due to the particularity of the subjects that female students were too few. ⅲ.The integration of cooperative learning into the teaching process had a greater effect on learning attitudes toward mathematics in male students than in female students. 4. Through the processes of preparing for reviewing, and modifying the teaching procedure every week, analyzing feedback from the student surveys and interviews, and discussing with work colleagues and professors, the teaching method was revised and improved upon, providing professional growth to the teachers. After administering a 8-week cooperative learning integrated teaching program, and after the reflections, revisions and modifications were performed by the researchers, recommendations for teaching and a list of related topics that require further research were provided as reference for future research.