##
線上合作鷹架策略對於國小學童數學學習成就與學習態度之影響
The Effect of Online Collaborative Scaffolding Strategies on Mathematics Learning Achievement and Attitude of Elementary Students

線上合作鷹架策略對於國小學童數學學習成就與學習態度之影響
The Effect of Online Collaborative Scaffolding Strategies on Mathematics Learning Achievement and Attitude of Elementary Students

##### Date

2012

##### Authors

吳佩樺

Wu, Pei-Hua

##### Journal Title

##### Journal ISSN

##### Volume Title

##### Publisher

##### Abstract

鷹架策略能幫助學生在學習過程中，透過互動的方式了解如何學習及學習什麼，在適當的時機放手讓學生建構自己的知識，透過鷹架的輔助讓他們有能力去探索及嘗試，進而提升學習技能與知識，因此本研究旨在探討在線上合作學習平台的環境下，透過不同鷹架策略輔助學生進行解題討論活動，如後設認知鷹架、程序鷹架與無鷹架三種策略，對於國小學生因數與倍數之學習成效與學習態度的影響，包括得分及態度上是否有所差異，作為提升數學解題能力之參考。
本研究採不等組前後測設計，以台北市某國小五年級學生90人為參與者，分成三組進行教學實驗，自變項包含後設認知鷹架策略、程序鷹架策略及無鷹架策略，以學生之學習成效與學習態度為依變項，實驗結果如下所述。
一、 數學解題成就
1.不同的線上合作鷹架輔助之下，各組學生的數學解題成就有顯著差異。
2.不同的線上合作鷹架輔助之下，高分組及低分組學生的數學解題成就有顯著差異。
二、 數學學習態度
1.在情感性的表現上，程序鷹架策略組分數顯著高於後設認知鷹架策略組及無鷹架策略組。
2.在價值性的表現上，程序鷹架策略組和後設認知鷹架策略組分數顯著高於無鷹架策略組。
3.在動機性的表現上，程序鷹架策略組和後設認知鷹架策略組分數顯著高於無鷹架策略組。
數學學習態度量表實驗結果，程序鷹架策略組和後設認知鷹架策略組成績高於無鷹架策略組。
最後，本研究依據研究結果在研究及數學教學上提出若干建議。

Scaffolding strategies that can help students to know how to learn and to learn what in an interactive way, and let the students construct their own knowledge at the right time, so that they have the ability to explore and try, enhance further learning the skills and knowledge. The purpose of this study was to examine the influence on learning effects on problem solving, including the difference of the scores in achievement test and attitude, when students studied collaborative problem solving on Moodle through different strategies of meta-cognitive scaffolding strategy, procedural scaffolding strategy and non- scaffolding strategy. The study can be reference for promoting students’ mathematical problem solving ability. A nonequivalent pretest-posttest group design was used with 90 participants of three classes of the fifth grade at an elementary school in Taipei City. They were assigned to three groups. This study uses three dependent variables which include meta-cognitive scaffolding strategy, procedural scaffolding strategy and non- scaffolding strategy. Students’ mathematical achievement of problem solving and students’ attitudes toward mathematical learning are adopted as the independent variables. There were conclusions as follows. 1. The analysis of students’ mathematics learning achievement of problem solving. (1)The score on word-problem-solving test of the meta-cognitive scaffolding strategy group and procedural scaffolding strategy group performed significantly better than control group. (2)There was significant difference between different scaffolding strategy group and intelligence quotient level in the scores of mathematics learning achievement. The group of higher score and lower score had significant effects on problem solving. 2. The analysis of students’ attitudes toward mathematics learning (1) In terms of student’s mathematics learning attitudes, there were significant differences between the two groups. The procedural scaffolding strategy group performed significantly better than meta-cognitive scaffolding strategy group and non- scaffolding strategy group on emotional performance. (2) In terms of student’s mathematics learning attitudes, there were significant differences between the two groups. The meta-cognitive scaffolding strategy group and procedural scaffolding strategy group performed significantly better than non- scaffolding strategy group on valuable performance. (3) In terms of student’s mathematics learning attitudes, there were significant differences between the two groups. The meta-cognitive scaffolding strategy group and procedural scaffolding strategy group performed significantly better than non- scaffolding strategy group on motivational performance. The learning attitude of the meta-cognitive scaffolding strategy group and procedural scaffolding strategy group are higher than the non- scaffolding strategy. Finally, based on the results, several suggestions could be made toward studies and mathematics teaching.

Scaffolding strategies that can help students to know how to learn and to learn what in an interactive way, and let the students construct their own knowledge at the right time, so that they have the ability to explore and try, enhance further learning the skills and knowledge. The purpose of this study was to examine the influence on learning effects on problem solving, including the difference of the scores in achievement test and attitude, when students studied collaborative problem solving on Moodle through different strategies of meta-cognitive scaffolding strategy, procedural scaffolding strategy and non- scaffolding strategy. The study can be reference for promoting students’ mathematical problem solving ability. A nonequivalent pretest-posttest group design was used with 90 participants of three classes of the fifth grade at an elementary school in Taipei City. They were assigned to three groups. This study uses three dependent variables which include meta-cognitive scaffolding strategy, procedural scaffolding strategy and non- scaffolding strategy. Students’ mathematical achievement of problem solving and students’ attitudes toward mathematical learning are adopted as the independent variables. There were conclusions as follows. 1. The analysis of students’ mathematics learning achievement of problem solving. (1)The score on word-problem-solving test of the meta-cognitive scaffolding strategy group and procedural scaffolding strategy group performed significantly better than control group. (2)There was significant difference between different scaffolding strategy group and intelligence quotient level in the scores of mathematics learning achievement. The group of higher score and lower score had significant effects on problem solving. 2. The analysis of students’ attitudes toward mathematics learning (1) In terms of student’s mathematics learning attitudes, there were significant differences between the two groups. The procedural scaffolding strategy group performed significantly better than meta-cognitive scaffolding strategy group and non- scaffolding strategy group on emotional performance. (2) In terms of student’s mathematics learning attitudes, there were significant differences between the two groups. The meta-cognitive scaffolding strategy group and procedural scaffolding strategy group performed significantly better than non- scaffolding strategy group on valuable performance. (3) In terms of student’s mathematics learning attitudes, there were significant differences between the two groups. The meta-cognitive scaffolding strategy group and procedural scaffolding strategy group performed significantly better than non- scaffolding strategy group on motivational performance. The learning attitude of the meta-cognitive scaffolding strategy group and procedural scaffolding strategy group are higher than the non- scaffolding strategy. Finally, based on the results, several suggestions could be made toward studies and mathematics teaching.

##### Description

##### Keywords

線上合作學習,
鷹架策略,
數學學習成就,
數學學習態度,
online collaborative learning,
scaffolding strategies,
mathematics learning achievement,
mathematics learning attitudes