探討「合作學習模式補救教學」對十一年級學生在「有機化合物」學業成就與自我肯定表現上的影響

Abstract

本研究旨在探究實施「合作學習模式補救教學」後，十一年級學生在化學科「有機化合物」章節上學業成就以及自我肯定的進步情形。 研究者以台北某高中兩個十一年級班級作為研究對象，將學生分為實驗組與對照組，其中一個班級進行實驗活動「合作學習模式補救教學」，另一班級以「教師講述式補救教學」作為本次實驗的對照組。 本研究以「自我肯定問卷」、「總結性評量」以及「期中考段考成績」作為資料來源，比較實驗組與對照組學生在十一年級上學期化學科「有機化合物」中「學業成就」與「自我肯定」在實驗教學前後改變情形的依據。 在進行實驗教學前，兩組皆先進行前測評量，實驗教學結束後，再進行後測評量，所得資料數據以PASW Statistics 18統計套裝軟體進行作資料分析，以獲得相關重要結論如下： 一、「教師講述式補救教學」與「合作學習模式補救教學」在有機化合物之學習成就並無顯著差異（p>0.05）；兩組的學習成就均呈現明顯的進步。（p<0.05） 二、在合作學習模式補救教學下，高學習成就的學生，對於有機化合物之學習成就呈現明顯的進步（p<0.05）；中學習成就的學生，對於有機化合物之學習成就呈現明顯的進步（p<0.05）；低學習成就的學生，對於有機化合物之學習成就呈現明顯的進步（p<0.05）。進步分數:中＞低＞高。 三、在教師講述式補救教學下，高學習成就的學生，對於有機化合物之學習成就呈現明顯的進步（p<0.05）；中學習成就的學生，對於有機化合物之學習成就呈現明顯的進步（p<0.05）；低學習成就的學生，對於有機化合物之學習成就呈現明顯的進步（p<0.05）。進步分數: 低＞中＞高。 三、「合作學習模式補救教學」能夠有效提升實驗組學生「學習意願」。 四、「合作學習模式補救教學」能夠有效提升實驗組學生「澄清考卷問題」。 五、「合作學習模式補救教學」能夠有效提升實驗組學生「吸收課本內容」。 六、「合作學習模式補救教學」能夠有效提升實驗組學生「成就感與信心」。

關鍵詞:合作學習、補救教學、有機化合物

This study aimed to examine the progress of eleventh graders, after learning organic compounds, in terms of their academic achievement and self-esteem, when cooperative learning remedial instruction was presented. The subjects came from two eleventh grade classes of a senior high school in Taipei. One class, which received cooperative learning remedial instruction, was labeled the experimental group, while the other, which received didactic remedial instruction, was the control group. The study employed a questionnaire on self-esteem, summative evaluation, and grades of the midterm exam for examination and comparison between the experimental group students and the control group students on their changes of academic achievement and self-esteem after leaning organic compounds. A test was administered to both groups of students before and after the remedial teaching. Data collected was processed by PASW Statistics 18. The major conclusions drawn from this study are as follows: 1. Both didactic remedial instruction and cooperative learning remedial instruction achieved similar results in terms of student academic achievement (p>0.05); both groups made significant progress in terms of their academic achievement. (p<0.05) 2. In cooperative learning remedial instruction, the students of high learning achievement showed significant improvement. (p<0.05) The students of middle learning achievement showed significant improvement. (p<0.05) The students of low learning achievement showed significant improvement as well. (p<0.05) The scores of progress: middle>low>high. 3. In didactic remedial instruction, the students of high learning achievement showed significant improvement. (p<0.05) The students of middle learning achievement showed significant improvement. (p<0.05) The students of low learning achievement showed significant improvement. (p<0.05) The scores of progress: low>middle>high. 4. Cooperative learning remedial instruction significantly enhanced the learning desire of experimental group students. 5. Cooperative learning remedial instruction significantly helped experimental group students clarify the questions on tests. 6. Cooperative learning remedial instruction significantly helped experimental group students absorb the contents of the textbook. 7. Cooperative learning remedial instruction significantly improved the sense of fulfillment and confidence of experimental group students.

Keywords: cooperative learning, remedial instruction, organic compounds