A Study on the Learning Effectiveness of Applying Multiple Graphic Organizers and Cooperative Learning in Social Studies

• Main Authors: Hung, Yu-Fen, 洪郁芬
• Other Authors: 張政亮
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/39a69f

碩士 === 臺北市立大學 === 歷史與地理學系社會科教學碩士學位班 === 105 === Abstract The study aims at discussing the improvement of learning effectiveness of using singular and multiple graphic organizers and cooperative learning activities in fourth grade social studies. The participants of this study were seventy-four fourth graders. The study adopted Quasi-experimental Research and divided the participants into three groups. Single graphic organizer and cooperative learning were applied in experimental group one, multiple graphic organizers and cooperative learning were applied in experimental group two, while the control group was taught with traditional teaching methods for a period of three weeks and a total of nine classes. A data comprehensive analysis was conducted after the experimental courses based on the experimental results. There are three purposes of this study: 1.To discuss the learning effectiveness and learning retention of using singular and cooperative learning, multiple graphic organizers and cooperative learning and traditional teaching methods in fourth grade social studies. 2.To compare the difference of learning effectiveness and learning retention of students with diverse abilities after they were taught with singular and multiple graphic organizers and cooperative learning activities in social studies. 3.To discuss the attitude and reaction of fourth graders to teaching with cooperative learning activities and graphic organizations The findings of the study are as follows: 1.The improvement of learning effectiveness of both singular and multiple graphic organizer cooperative learnings is significantly better than that of traditional teaching methods. 2.The improvement of learning effectiveness of students of diverse learning abilities of both singular and multiple graphic organizer cooperative learnings is significantly better than that of traditional teaching methods. 3.The improvement of learning retention of both singular and multiple graphic organizer cooperative learnings is significantly better than that of traditional teaching methods. 4.There is no significant difference between the improvement of learning retention of high achievers in both experimental groups and that of the control group. 5.The improvement of learning retention of low achievers of multiple graphic organizer cooperative learning is significant. 6.There is no significant difference of improvement of learning effectiveness and learning retention between singular graphic organizer cooperative learning and multiple graphic organizer cooperative learning in social studies. 7.Students hold positive attitudes toward graphic organizers and cooperative learning. Keywords: graphic organizer, collaborative learning, learning effectiveness, learning retention