STAD融合OMO教學對研究生學習成效影響之研究

A Study on the Impact of STAD Integrated OMO Teaching for Graduate Students’ Learning Outcomes

本研究旨在探討採用STAD融合OMO教學，對研究生學習成效之影響，採用單一組別準實驗研究法及調查法進行；以北部一所大學教育研究所修習「學校本位課程專題研究」15位學生為研究對象，以小組成就區分法（Student-Teams Achievement Divisions ,STAD,）融合線上與線下（online merge offline, OMO）為教學模式，第一週進行前測，並依照成績分組，每組包含高中低成績之學生，每組為三到四人，除了講述相關課程內容外，配合主題與提問由各組進行討論；共12週進行實體教學，其餘六週，依照學生意願，採遠距與實體之混成教學（Blended teaching）；為考量遠距間隔與延長效果，採取第四、五週，第九、十週，第十四、十五週採用遠距方式進行，期程自2024年9月中旬至2025年1月上旬，於期末後進行學科內容測驗，並於期末以專題報告、問卷和訪談進行評量與調查，針對教學過程、學習成效關連進行訪談。
研究獲得以下結論：1.STAD融入OMO對研究生學習成效良好；2.不同性別、專兼職與否、年齡對於學科測驗與滿意度大致上相同；3.滿意度與期中考呈現正的中高相關；4.訪談顯示STAD融入OMO模式教學能提供便利性，而教師資訊與教學掌控力、學生遠距學習的自律，實體教學的默契建立、趣味的教學與適當進行討論能提升整體教學效能。建議包括：1.在高等教育任教之教師可嘗試STAD融入OMO及其他多元化的教學模式；2.熟悉教學流程、遠距操作熟練，關注學習者個別差異；3.未來研究可針對不同性質科目，採取多元教學法與多組別不同設計，並增加控制組教學來進行探討，藉以瞭解其具體成效。

This study aimed to explore the impact of STAD-integrated OMO teaching on graduate student learning outcomes. This study employed a single-group quasi-experimental study and survey method. Fifteen stu-dents enrolled in a“School-Based Curriculum Research”program at a graduate school of education at a university in northern Taiwan were se-lected as research subjects. The teaching model employed Student-Team Achievement Divisions (STAD) and the online merge offline (OMO) mod-el. A pre-test was conducted in the first week, and students were divided into groups based on their academic performance. Each group consisted of three to four students, including students from high, middle, and low academic backgrounds. In addition to covering the course content, the groups engaged in discussions based on various topics and questions. Twelve weeks of physical instruction were conducted, and the remaining six weeks, based on student preferences, were blended. To consider the effectiveness of distance learning and extension, weeks 4 and 5, 9 and 10, and 14 and 15 will be conducted remotely, running from mid-September 2024 to early January 2025. Subject content tests will be administered after the end of the semester. Assessment and surveys will be conducted at the end of the semester through project presentations, questionnaires, and interviews. Interviews will focus on the relationship between the teaching process and learning outcomes.
The study concluded: 1. The integration of STAD into OMO has a positive impact on graduate student learning outcomes. 2. Subject test scores and satisfaction were generally similar across gender, full-time or part-time status, and age. 3. Satisfaction showed a moderate to high posi-tive correlation with midterm exam scores. 4. Interviews revealed that in-tegrating STAD into OMO teaching provides convenience, while improv-ing teacher information and instructional control, student self-discipline in distance learning, building rapport with in-person instruction, engag-ing instruction, and engaging discussion can enhance overall teaching ef-fectiveness. Recommendations include:1. Higher education teachers can experiment with integrating STAD with OMO and other diverse teach-ing models;2. Familiarize themselves with teaching processes, become proficient in remote learning, and pay attention to individual learner dif-ferences; 3. Future research can employ diverse teaching methods and multi-group designs for different subjects, including control groups, to understand their specific effectiveness.