運用合作學習於高職學生專題製作課程之學習成效及學習滿意度研究

Abstract

本研究旨在探討運用合作學習教學法對於高職學生專題製作之學習成效及學習滿意度影響之研究。根據研究結果，探討可能的原因，提出具體建議，作為九十五學年度起電機電子群根據「95高職課程暫行綱要」及「職業學校98群科課程綱要」所開設專題製作相關課程之教學參考。 本研究為準實驗研究，採用不等組前後測實驗模式進行，進行為期10週的準實驗研究，以高職二年級兩個班共44位學生作為實驗的對象，一班為實驗組施以合作學習教法，另一班為控制組以傳統教學方式，實驗組採用Jigsaw Ⅱ（拼圖法第二代）為教學架構，進行合作學習教學法課程的設計，來探討專題製作實施合作學習的效果與學習滿意度。 本研究所使用之工具，包括有學習成效前測驗、學習成效後測驗與學習滿意度量表。研究具體結論如下： 一、教學實驗後，排除前測的影響，實驗組學生在學習成效的分數上顯著優於控制組學生。 二、教學實驗後，排除前測的影響，實驗組學生在學習滿意度的分數上顯著優於控制組學生。 三、教學實驗後，實驗組的學生在學習成效與學習滿意度上有顯著的正相關存在。

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.