不同型態回饋策略在合作學習情境下對感覺統合課程學習成效之研究

Effects of Different Feedback Strategies for Sensory Coodination Curriculum under Cooperative Learning Condition

本研究目的旨在探討不同型態回饋策略在合作學習情境下對大專不同能力學生感覺統合課程學習成效之影響。研究對象為新北市某大專幼保科90名學生進行為期五週，共計十節課的實驗教學。實驗組接受同儕互動回饋，控制組則接受教師口語回饋。本研究採用2×3因子設計（回饋策略×能力水準），將所得資料以描述性統計及變異數分析等統計方法加以分析。研究結果如下：一、同儕互動回饋在感覺統合課程學習成效上優於教師口語回饋；二、在能力因子方面，高能力組與高低能力組的學生不因回饋型態相異，皆能達到更好的學習成效；三、對低能力組的學生而言，無論使用同儕互動回饋或教師口語回饋，皆能提升學習成效。

The purpose of this study was to examine the effects of different feedback strategies for sensory coordination curriculum under cooperative learning condition. The participants of this study were 90 students from the department of early childhood care and education of college in New Taipei city. The experimental group received the peer interpersonal feedback in “sensory coodination” curriculum while control group received teacher oral feedback for five weeks. The research method was a quasi-experimental with 2x3 factorial designs. The data was analyzed by two-way ANCOVA and a following up test by Scheffe'. The results of this research were as followed: 1) The learning effectiveness of peer interpersonal feedback obviously is higher than that of the teacher oral feedback. 2) In ability factor， the high ability groups were significantly outstanding than that of the others. 3) In terms of low ability groups， two kinds of feedback strategies were very helpful to them.