學習風格與合作學習教學法對高職生數學學習成效之影響

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Title:	學習風格與合作學習教學法對高職生數學學習成效之影響
Other Titles:	Effects of Learning Styles and Cooperative Learning on Vocational High School Students’ Mathematics Learning
Authors:	洪怡伶 HUNG, I-LING
Contributors:	李信良 LI,SHIN-LIANG 教育研究所在職專班
Keywords:	學習成效;分組合作學習;學習風格 cooperative learning;learning styles;mathematics education
Date:	2016
Issue Date:	2017-07-17T03:29:50Z (UTC)
Abstract:	本研究旨在探討使用傳統教學法與合作學習教學法，對不同學習風格學生的學習成效之影響。採準實驗研究設計進行，研究對象是彰化縣某高中高職商科一年級兩個班級，進行12週，每週2小時的研究。其中一班為實驗組(共38 人) 以合作學習教學中的學生小組成就區分法，另一班為控制組(共38人)，採一般的傳統教學方式。在資料分析方面利用進行平均數、標準差、獨立樣本單因子共變數分析及獨立樣本雙因子共變數分析。本研究將「Kolb學習風格量表」改成五點量表，立意取樣以彰化縣某一高中一年級的學生130人為預試對象量表的KMO值為.87適合因素分析。依據Kolb的學習風格理論文獻將學習風格量表分成四個因素「具體經驗」、「抽象概念」、「省思觀察」、「主動驗證」，累積總變異量為50.34%，量表建構效度良好。分量表的內部一致性分析，α係數的分別為0.828、0.839、0.884、0.758，總量表α係數為0.924，顯示內部一致性良好。研究結果發現:一、不同學習風格對學生的數學學習成效有顯著影響，以收斂者學習效果為好。二、STAD教學法對學生的數學學習成效優於傳統教學。三、在傳統教學法中不同學習風格對學生的數學學習成效有顯著影響，發散者與收斂者優於調試者。四、在合作學習者學法中不同學風格對學生的數學學習成效沒有顯著影響。五、教學方法與學習風格對數學學習成效的交互作用不顯著。關鍵詞: 學習風格、分組合作學習、學習成效 This study investigated the effects of learning styles on cooperative learning, in contrast with lecture-based instruction. Cooperative learning has been proven as one of the most effective learning strategies; however, little has been done to understand if individual student’s learning style can be a factor which influences the effectiveness of the cooperative learning strategy in vocational high school math class. In this study, students’ learning styles were measured by Kolb’s Learning Style Inventory (LSI). The cooperative learning strategy employed in this present study was Student Teams Achievement Divisions (STAD). A quasi-experimental study was conducted, with 76 tenth graders from a vocational high school involved in the study. Half of the students were randomly assigned into the experimental group in which students learned math with cooperative learning strategy, and the other half the control group in which they learned with lecture-based instruction. According to Kolb’s theory, students’ learning styles were analyzed on the continuum of perception and that of processing, and thus students can be categorized into one of the four learning styles, including active experimentation, reflective observation, concrete experience, and abstract conceptualization. To better fit LSI into the context of this present study, Kolb Learning Style Inventory (LSI) was modified into a five-point scale. The modified LSI was validated by 130 tenth graders. The KMO of the scale is .87, and the variance of learning styles can be explained by the modified LSI is 50.34%, which stands for good construction reliability. The findings of the study included: (1) Students learned with cooperative learning strategy, STAD, performed significantly better than those who received lecture-based instruction. (2) Learning styles did have influence on students’ learning performance in math. Students with converging learning style performed better than those with other learning styles. (3) In lecture-based instruction, students with converging and diverging styles performed better in the math test than those with accommodating styles. (4) No significant interrelationship was found between the employed teaching strategies and student learning styles.Key Words: learning styles, cooperative learning, mathematics education
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