國小學生網路搜尋合作學習對集體效能與自我效能之影響

Abstract

本研究主要在探討合作學習歷程中，組員效能環境與短期小組進度回饋對集體效能與下次任務自我效能之影響和集體效能對團體中個人表現之影響，並分析小組成績與合作滿意對下次任務集體效能與自我效能的預測力，最後驗證以往學者在其他領域所發現之「小組團體效能與小組績效表現有正向相關」論點。 實驗設計以作者任教之國小五六年級九個班級共276個學生為樣本，依自我效能高、中、低組成三種組型，三人一組進行自然科專題網路資料搜尋合作，並依團體探究法(GI)步驟配合FLE3電腦輔助合作學習軟體實施合作學習，共歷時八週後評量個人成績與小組成績及測量效能信念與合作知覺。然後根據所得資料分析研究問題並做結論與未來研究建議。 研究發現：(1)自我效能持續影響集體效能，但影響力漸低 (2)效能情境對高效能者之下次任務集體效能與自我效能有影響，對中等自我效能者之集體效能與合作滿意有影響 (3)短期小組進度回饋影響高效能組之個人表現及混合效能組之合作滿意度 (4)集體效能與個人表現及合作滿意相關 (5)小組成績與合作滿意為前後集體效能間之媒介 (6)團體效能與小組績效表現相關。

This research is to investigate the effects of efficacy context of team members and the short-term progress feedback on collective efficacy and future self-efficacy, and it also investigates the effects of collective efficacy on individual performance in a team. The research also analyzes the forecast capacity of team performance and cooperation satisfaction on collective efficacy and self-efficacy. Finally, the writer tries to verify the finding in other fields that “team efficacy is correlated to team performance, and the higher the team efficacy, the better the team performance.”

The experiment uses the 276 students instructed by the writer in 9 classes of the fifth and sixth grades in an elementary school as samples, and these students are divided into high, medium and low types, and each 3 students are grouped as a team to do cooperative data searching on scientific topics in internet, and the experiment is done in a way according to GI process with the assistance from FLE3 computer aided cooperative learning software to perform the cooperative learning, and after the 8-weeks learning, individual performance and team performance are evaluated, and the efficacy idea and cooperation awareness are also measured. Then the writer analyzes the thesis and makes the conclusion and makes some suggestions for future research.

The findings of the research are the following: 1. Self-efficacy continuously affects collective efficacy, but the influence becomes lower gradually. 2. Efficacy context affects high-efficacy individuals’ future collective efficacy and self-efficacy, and it also affects medium-efficacy individuals’ collective efficacy and cooperation satisfaction. 3. A team’s short-term progress feedback affects individuals’ performance from high-efficacy group and the cooperation satisfaction from the mixed group. 4. Collective efficacy affects individuals’ performance and cooperation satisfaction. 5. A team’s performance and cooperation satisfaction serve as media for collective efficacy before and after the learning. 6. Collective efficacy is correlated to a team’s performance.