A Study on Learning Effectiness and Satisfaction by Integrating Social Network Analysis into Cooperative Learning -A Case Study of Junior High School Physics and Chemistry in New Taipei City

• Main Authors: CHANG, CHING-CHING, 張晶晶
• Other Authors: 張文智
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/hbmuup

碩士 === 中華大學 === 資訊管理學系 === 106 === Cooperative learning is an educational approach that makes students cooperate with each other to determine personal ability and fullfill team achievement. One of the most important thing of cooperative learning is how to divide student into proper teams. So that each team member can make contribution to team to improve the effect of cooperative learning. Therefore, good grouping is an important thing that must be considered before co-operative learning. Interpersonal relationships and academic performance have always been the most concerned things for students. Based on interpersonal relationships to apply heterogeneous grouping mayimprove team's performance and reduce the pressure caused by grouping. Consequently, the purpose of this study is to consider the differences in student learning result and satisfaction with interpersonal relationships when grouping. Taking the Science and Technology of junior high school as an example. Through the implementation of teaching activities, the test of learning results and the survey of satisfaction to understand the results and satisfaction of different grouping methods. And study the factors that affect learning performance of students as a reference for grouping in Science and Technology fieldThis study contains three classes, total 78 junior high school second grade students from Mingde high school(complete school). The three classes adopt the S-heterogeneity grouping, the free heterogeneity grouping, the heterogeneity grouping of interpersonal relationships, and three different groupings to conduct cooperative learning teaching activities. The purpose of this study is to investigate whether the heterogeneous groupings combined withsocial network analysis and interpersonal relationships evaluation could improve students’ learning effectiveness and student satisfaction with grouping.