| Summary: | 碩士 === 建國科技大學 === 數位媒體設計系暨媒體與遊戲設計研究所 === 105 === This study aims at investigating how the application of cooperative learning of Student Teams Achievement Divisions (STAD) to teaching 4th grade mathematics affects students’ learning outcomes and interest. A class of 28 fourth-graders that the researcher was teaching was sampled as the research participants. Five learning units over a period of 8 weeks were taken into account. The researcher conducted pre-tests and post-tests on the students’ outcomes and interest in learning mathematics, followed by descriptive statistics and a paired sample t-test of the collected data for exploring the differences before and after teaching. The results of data analysis are as follows:
1. After cooperative learning, the mathematics learning outcomes for the entire class displayed a significant difference and a general trend of improvement.
2. After cooperative learning, the mathematics learning outcomes for the high-scoring students displayed no significant difference.
3. After cooperative learning, the mathematics learning outcomes for the average-scoring students displayed a significant difference and a general trend of improvement.
4. After cooperative learning, the mathematics learning outcomes for the low-scoring students displayed a significant difference and a general trend of improvement.
5. After cooperative learning, the learning interest in mathematics for the entire class displayed a significant difference and a general trend of improvement.
6. After cooperative learning, the learning interest in mathematics for the high-scoring students displayed a significant difference and a general trend of improvement.
7. After cooperative learning, the learning interest in mathematics for the average-scoring students displayed a significant difference and a general trend of improvement.
8. After cooperative learning, the learning interest in mathematics for the low-scoring students displayed no significant difference.
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