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題 名 | 動態合作學習與課程本位測量模式對國小三年級學生數學學習成效之研究=A Study of the Dynamic Cooperative Learning and Curriculum-Based Measurement Model on Third-Grade Students' Mathematics Achievement |
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作 者 | 張淑娟; 崔夢萍; | 書刊名 | 初等教育學刊 |
卷 期 | 24 民95.08 |
頁 次 | 頁59-86 |
分類號 | 523.32 |
關鍵詞 | 課程本位測量; 合作學習; 電腦化評量; Curriculum-based measurement; Cooperative learning; Computerized measurement system; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究為探討合作學習及課程本位測量對學生數學學習成效之影響,採2×2準實驗研究,研究對象為三年級學生共136人,分為合作學習組(CL組)、課程本位測量組(CBM組)、課程本位測量結合動態、合作學習組(CBM+DCL組)及控制組。結果如下: 一、課程本位測量與合作學習主要效果與交互效果對學生CBM表現達顯著差異(p<.01)。 二、CBM+DCL實驗組學生在CBM進步速率優於CBM實驗組學生。 三、課程本位測量與合作學習主要效果與交互效果對於學生月考成績之影響未達顯著差異。 四、課程本位測量主要效果和課程本位測量與合作學習交互效果對學生數學基礎數學概念評量成績達顯著差異(P<.01) 本研究根據研究結論提出建議,俾供教師及未來研究參考。 |
英文摘要 | The purpose of the study was to examine the effects of cooperative leaning and curriculum-based measurement on third-grade students' mathematical achievement. One hundred and thirty-six students in four classes were assigned to cooperative learning group (CL), CBM group, CBM plus dynamic cooperative learning group (CBM+DCL), and control group. The results of the study were: 1. The main effects and interaction effects of CBM and cooperative learning had significantly impacted students' performance of experiment groups on CBM tests (p<.01) 2. The weekly progression slopes of students' CBM scores in CBM+DCL group outperformed those in CBM group. No differences were found between the CL and control groups. 3. There were no main effects nor interaction effects of CBM and cooperative learning found on students' math achievement. 4. In terms of the percentage of correct answers among all the questions, the main effects and interaction effects of CBM and cooperative learning had significantly impacted students' performance of experiment groups on the basic mathematics concept test. Suggestions for educators, teachers, and further studies were provided in this study. |
本系統中英文摘要資訊取自各篇刊載內容。