| Summary: | 碩士 === 大葉大學 === 資訊管理學系碩士班 === 106 === This study explores the impact of the learning community classroom teaching model on students’ mathematics learning attitude and learning achievement. This research adopts quasi-experimental design. The participants are 8th grade students within two classes, and each with 21 students. A total of 22 teaching experiments were conducted. The data collection included mathematics learning attitude scale, mathematics achievement test, and mathematics learning process questionnaire.
The results of the study revealed that:
(1) the attitude of mathematics learning: there is a significant impact on the cognitive aspect, and there is no impact on the overall performance, actions and emotions.
(2) mathematics learning achievement test: there was no significant difference after the first achievement; there was no significant difference in the second post-test, and compared with the first post-test, the experimental group had a higher improvement than the control group.
(3) Questionnaire for the learning process: More than 80% of the test students believe that the learning community classroom teaching model is helpful for learning. The main advantage is that they discuss each other and study together. The disadvantage is chat.
It is suggested that the future study could take a longer period of time in the learning community classroom teaching mode to explore the effects and changes on students’ learning attitudes and learning achievements.
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