合作學習與訊息回饋策略對修習健康與體育教材教法之學生學習成效的影響

Influence of Cooperative Learning and Information Feedback Strategies on Students' Performance of Methods and Materials for Health and Physical Education Teaching

目的：探討合作學習與訊息策略運用對健康與體育教材教法學習成效之影響。方法：將120名受試者分配至二人合作配對學習組與個人學習組，之後以隨機分配方式將兩組細分為簡單回饋、詳細回饋及無回饋三小組。本研究實驗期共十二週，前二週為前置實驗，讓學生熟悉合作學習精神與流程，並實施學習成效前測，第三週開始正視實驗教學共計10週，在完成教材教法實驗課程結束後，即接受學習成效後測。結果：合作配對組(M=45.91)在學習成效上顯著高於個人學習組(M=35.25) (F=92.76, P< .05)，無回饋組(M=43.87)在學習成效上高於簡單回饋組(M=39.25)與詳細回饋組(M=38.62) (F=7.97, P< .05)結論：合作學習可顯著提升學生學習成效表現。不同訊息回饋方式在學習效果上呈現出無回饋組優於簡單回饋組與詳細回饋組。

Purpose: Peer cooperative learning and information feedback may be better learning strategies that a teacher can adopt to create supportive environments for students. The main purpose of this study was to investigate the effects of cooperative learning and information feedback strategies upon students' learning on health and physical education. Method: A total of 120 students were selected from a national university and assigned into two groups, cooperative learning and self-learning, based upon their pre-test score of health and physical education. The cooperative learning and self-learning group were then randomly assigned into three clusters: elaborative feedback-providing, knowledge of correct response, and non-feedback. All students completed the health and physical education test after receiving ten-week experiment courses. Results: Analysis of this study found that students within cooperative learning group (Mean=45.91) performed significantly better than those within self-learning group (Mean=35.25) (F=92.76, p< .05). There was a significant difference in learning performance among groups of information feedback strategies. Specifically, no feedback group (Mean=43.87) performed significantly better than correct response group (Mean=39.25) and elaborative feedback-providing group (Mean=38.62) (F=7.97, p＜.05). Conclusion: Our study shows that cooperative learning helped students improve performance on health and physical education class. It is suggested that future research should be carried out on the social interaction and benefits of cooperative learning. The results also found that no feedback group performed better than other feedback groups, suggesting that future study should focus on the materials of information feedback provided by the teacher and the mechanism of information processing used by the students in the health and physical education.