Cooperative Learning in Electronics: The Practice and Effectiveness of Student Teams-Achievement Divisions in Electronics Courses
研究者於傳統電子學課程教學中發現學生缺乏學習動機，專業知能不足，學業成就相對低落，呈現出惡性循環的封閉迴圈，如何打破該迴圈並有所突破以符合當前學生所需與提升教學成效實為當務之急；另一方面，許多研究顯示合作學習中的學生小組成就區分（student teams achievement division, STAD）法，對於提高學生學習動機及表現有所助益；因此，本研究以24位大二學生為對象，上下學期共進行四回合，每回合三週之STAD教學方案。透過學生第一學期期中考成績並考慮其人際關係熟悉度，進行高中低分群的異質分組，每回合STAD設計結構包括前測、引導、分組、小組討論活動、口頭報告、快問快答即時評量、教師回饋與頒獎、後測與滿意度評估。研究者採質量性的混合研究設計，包括單組前後測設計與行動研究，並據此設計相關研究工具。研究結果除呈現教學歷程之實踐，同時也發現：學生在四回合STAD的前後測平均變化均有進步，且於第二、三回合呈現顯著差異；低分群平均分數在後測與Kahoot均有所進步；STAD過程中，學生出現最多「提供資料」的參與行為；對於「增加或持續穩定出席課堂的意願」及「整體課堂的師生互動」之滿意度最高。本研究根據研究結果，對於課程設計及小組團體動力等方面提出建議。
In conventional electronics courses, many students become stuck in a cycle of a lack of learning motivation, lack of professional knowledge, and low academic achievement. Breaking this cycle, meeting the needs of students, and improving learning outcomes is imperative. Numerous studies have demonstrated that student teams-achievement divisions (STAD) in cooperative learning can improve students’ learning motivation and performance. Therefore, 24 sophomores were recruited as research participants in this study, and four rounds of STAD sessions were implemented, with each round lasting 3 weeks. According to the students’ first semester midterm examination results and with consideration of their interpersonal familiarity, heterogeneous grouping (high-score, medium score, and low-score) was performed. The STAD sessions designed for each round included a pretest, orientation, grouping, group discussion activities, oral presentation, pop quiz real-time evaluation, teacher feedback and reward system, posttest, and satisfaction evaluation. The researcher adopted a mixed methods research design involving a single-group pretest-posttest design and action research, and the research instruments were designed accordingly. The study results described the implementation outcome of the teaching process and revealed that the students’ average pretest and posttest scores improved after the four rounds of STAD. A significant difference occurred after the second and third rounds. The average score of the low-score group improved in the posttest and Kahoot test. During the STAD process, the students most frequently demonstrate behaviors of knowledge provision, and they exhibited the highest satisfaction scores in the “increased or consistent willingness to attend the class” and “overall teacher-student interaction in the class” items. Suggestions were proposed for instructional design and group dynamics according to the research results.
|關鍵詞||合作學習、行動研究、電子學、學生小組成就區分法、cooperative learning、action research、electronics、student teams achievement divisions|