低年級數學課室實行合作學習對不同成就水準學童之影響

The effects of cooperative learning in lower-grade mathematics classrooms on students of different achievement levels

本研究旨在將合作學習教學法實行於二年級數學課室，探討學童之學習成就與合作學習滿意度。本研究採用準實驗研究設計，研究對象為中部某國小兩班二年級學生。研究者對實驗組實施為期十週之合作學習教學法；對照組使用傳統教學法，利用期中測驗與期末測驗成績，進行單因子共變數分析了解兩組學童之學習成就的差異。另透過合作學習滿意度調查與學生晤談紀錄，了解學生對合作學習的感受。研究發現實驗組的學習成就與對照組並無顯著差異。但實驗組之低成就與中成就學童有進步，顯示合作學習能幫助低、中成就學童數學學習。低、中與高成就學童皆對合作學習持正向回饋，並認為合作學習讓自己更喜歡數學，也讓數學學得更好。高成就學童呈現高學習滿意度、學業成就退步。顯示在低年級採用合作學習教學法對高成就學童有其限制，在討論中進一步探討可能原因。

This study aimed to implement a cooperative learning approach in a second-grade mathematics classroom and to examine its effects on students’learning achievement and satisfaction with cooperative learning. A quasi-experimental design was adopted, involving two second-grade classes from an elementary school in central Taiwan. The experimental group received a ten-week cooperative learning intervention, while the control group was taught using traditional instructional methods. Students’midterm and final examination scores were analyzed using one-way analysis of covariance (ANCOVA) to examine differences in learning achievement between the two groups. In addition, a cooperative learning satisfaction survey and student interview data were collected to explore students’perceptions.
The results indicated no significant difference in overall learning achievement between the experimental and control groups. However, students with low and medium achievement levels in the experimental group showed improvement, suggesting that cooperative learning may facilitate the mathematical learning of these students. Students across all achievement levels reported positive perceptions of cooperative learning, indicating increased interest in mathematics and improved learning experiences. Notably, high-achieving students demonstrated high levels of satisfaction but a decline in academic performance. These findings suggest that the implementation of cooperative learning in lower-grade classrooms may have limitations for high-achieving students. Possible explanations for this phenomenon are discussed.