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Title: The effects on students' cognitive achievement when using the cooperative learning method in earth science classrooms
Authors: 國立臺灣師範大學科學教育研究所
Chang, C. Y.
Mao, S. L.
Issue Date: 1-Nov-1999
Publisher: Wiley
Abstract: This study investigated the effects of cooperative learning instruction versus traditional teaching methods on students' earth science achievement in secondary schools. A total of 770 ninth-grade students enrolled in 20 sections of a required earth science course participated in this nonequivalent control group quasi-experiment. The control groups (n= 10) received a traditional approach, while the experimental groups (n= 10) used cooperative strategies. Study results include (a) no significant differences were found between the experimental groups and the control groups when overall achievement (F= 0.13, p > .05), knowledge-level (F= 0.12, p > .05), and comprehension-level (F= 0.34, p > .05) test items were considered; and (b) students who worked cooperatively performed significantly better than students who worked alone on the application-level test items (F= 4.63, p < .05). These findings suggest that cooperative-learning strategies favor students' earth science performance at higher but not lower levels of cognitive domains in the secondary schools.
ISSN: 1949-8594
Other Identifiers: ntnulib_tp_C0701_01_006
Appears in Collections:教師著作

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