合作學習對國中生學習理化學習動機與學習表現之影響

The Effects of Cooperative Learning on Junior High School Students’ Learning Motivation and Academic Performance in Physics and Chemistry Study Class

本研究旨在探討合作學習教學法運用在國中理化課程對八年級學生在學習動機及學習表現之影響。研究者以海線一所公立國中兩班八年級學生共 55 人為研究對象，以不等組前後測之準實驗設計進行研究，實驗組採合作學習教學法，對照組接受傳統講述法，實驗教學為期八週，共 16 節。兩組學生在實驗教學前後分別接受前、後測，並在教學結束後三週接受延宕測驗。本研究之研究工具為理化學習動機量表及理化學習表現測驗，利用單因子共變數分析進行統計分析，檢測兩組學生在研究變項之差異性，並利用單元活動回饋及理化合作學習意見表蒐集實驗組對實驗教學的反應和意見。本研究的結果如下：一、採「合作學習教學法」的實驗組學生在學習動機方面，以「自我效能」、「主動學習策略」、「科學學習價值」及「學習環境誘因」的立即效果顯著優於對照組。二、採「合作學習教學法」的實驗組學生在學習表現方面之立即效果與對照組無明顯差異。三、採「合作學習教學法」的實驗組學生在學習動機方面，以「自我效能」、「主動學習策略」及「學習環境誘因」的延宕效果顯著優於對照組。四、採「合作學習教學法」的實驗組學生在學習表現方面的延宕效果與對照組無明顯差異。五、實驗組學生對合作學習教學法給予正面評價，認為能提高學習動機，對理化的學習有助益。最後，研究者根據研究結果提出建議，以供教師、教育行政機關及未來研究之參考。

The purpose of this study was to investigate the effects of cooperative learning on learning motivation and academic performance of junior high students. A total of 55 eighth-grade students from a junior high school in the coastal area of Taichung were involved in the study. Students were assigned into the experimental group and the control group. The students in the experimental group were taught using cooperative learning strategy, while the ones in the control group using traditional whole-class strategy. The instruction for both groups was given two hours a week for eight weeks. An unequal groups design with the pretest, posttest, and follow-up test was applied. The Scale of Physics and Chemistry Learning Motivation and Physics and Chemistry Learning Achievement Test were used as the instruments. The one-way ANCOVA was conducted, along with lesson unit-activity check lists, and class feedback survey from the experimental group in data analyses. The results were as follows.1. Students in the experimental group had significantly higher pretest scores in the aspects of self-efficacy, active learning strategy, science learning value, and learning environment stimulation in the motivation of learning Physics and Chemistry than those in the control group.2. No significant difference was found between the experimental group and the control group in the posttest of the learning achievement of Physics and Chemistry.3. Students in the experimental group had significantly higher follow-up test scores in the aspects of self-efficacy, active learning strategy, and learning environment stimulation in the motivation of learning Physics and Chemistry than those in the control group.4. No significant difference was found between the experimental group and the control group in the follow-up test of the learning achievement of Physics and Chemistry.5. Students in the experimental group held a positive recognition to the cooperative learning strategy in enhancing learning motivation in science learning.Suggestions for Physics and Chemistry teachers, educational administrations, and future researchers were provided in the study.