國小數學領域採合作學習之教學成效

The Effects of Different Mathematics Teaching Methods for Elementary School Students

本研究旨在探討「學生小組成就區分法」合作學習（簡稱STAD）對於提昇數學學習成就、數學科學習興趣，降低數學科學習焦慮，增進合作技巧之成效。本研究是以國小兩班三年級學生為對象，進行為期十一周之數學教學。實驗所得資料，採多變量單因子變異數分析(MANOVA)和單因子共變數(ANCOVA)分析。研究結果指出：STAD合作學習能顯著提昇學生的「數學學習成就」、「數學科興趣」，並明顯降低學生對數學的「厭惡」，但未能顯著減少學習數學的「擔憂」、「測試焦慮」、和「壓力知覺」。此外，經由合作技巧訓練後，實驗組學生在「傾聽」、「幫助」、「鼓勵」、「發言」及「認真參與」等五項合作技巧上，均呈現正向進步的趨勢。

The major purpose of this study was to explore the effects of different math instruction methods for 3rd grade elementary school students. The subjects were two classes of third-grade students. One of the classes adopted cooperative learning approach of Student Teams Achievement Division (STAD)， and the other class adopted the regular math instruction method. After 11 weeks of quasi-experimental teaching， the results were as follows: Cooperative learning (STAD) could promote the effect of math academic achievement for grade 3 elementary school students. Cooperative learning (STAD) could enhance the interest of math for grade 3 elementary school students. Cooperative learning (STAD) could lower dislike for math significantly but not the overall math anxiety degree for grade 3 elementary school students. Cooperative learning (STAD) group students' cooperative skills (helping， listening， encouraging， expressing and participating) were strongly enhanced by the embedded cooperative skill training program.