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A Study of Applying Cooperative Learning to The Vocational High School Student's Learning Achievement and Learning Satisfaction in Project Work Curriculum
vocational high school
project work curriculum
The purpose of this study was to investigate the effect of applying collaborative learning method to vocational high school project work curriculum on learning effectiveness and learning satisfaction. According to the research results, the possible causes were examined, and substantial suggestions were later proposed as a reference of project work curriculum designed based on the “2006 Tentative Outline of Vocational High School Curriculum” and the “2009 Curriculum Outline for Departmental Clusters of Vocational High School” for the electric engineering and electronics departments starting from 2006 academic year. In this study, the pretest-posttest nonequivalent group design of the quasi-experiment method was adopted. The quasi-experiment was conducted over a period 10 weeks, and a total of 44 students from two 2nd grade vocational high school students were selected as experimental subjects. One class was set as the experimental group, to which collaborative learning method was applied. The other class was set as the control group, and the traditional teaching method was used. For the experimental group, the collaborative learning was based on the framework of Jigsaw II to examine the effectiveness of and satisfaction with collaborative learning. The research tools adopted included pre-test of learning effectiveness, post-test of learning effectiveness, and learning satisfaction scale. Substantial conclusions of this research are summarized as follows: 1.After the experimental teaching, excluding the effect of the pre-test, students in the experimental group significantly outperformed those in the control group in the aspect of learning effectiveness. 2.After the experimental teaching, excluding the effect of the pre-test, students in the experimental group presented significantly higher scores than those in the control group in the aspect of learning satisfaction. 3.positive relationship between the learning effectiveness and learning satisfaction of students in the experimental group.
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