The Study on Cooperative-Learning in Mathematic Learning of the fourth Graders in Elementary School

• Main Authors: HSU YA-FEN, 許雅芬
• Other Authors: CHEN,JIN-HONG
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/822t5k

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.