合作學習在體育課中不同分組方式對動作技能學習成效與學習動機之影響

Abstract

本研究旨在探討合作學習在體育課中使用動作技能S型異質分組、自由分組兩種不同分組方式，是否對籃球技能學習成效與學習動機造成影響，並進一步比較兩種分組方式差異情形。本研究以兩個國中九年級班級，作為研究對象，採用準實驗研究法，以動作技能分組做為控制組、自由分組做為實驗組。研究工具包含ARCS動機量表、籃球技能表現測驗。以SPSS20.0版統計分析軟體進行相關統計處理，α設為 .05。結果發現動作技能分組與自由分組在學習成效中整體技能、運球及傳球有顯著提升，投籃方面皆未達顯著；學習動機方面兩種分組方式在整體上皆有顯著提升。另外，兩種不同分組方式在學習動機與學習成效上無顯著差異。建議在未來教學方面，教師應先建立學生間良好關係，在教學時有時間限制，可使用自由分組方式，使用合作學習教師應適時介入，以及依教學目標選擇合適分組方式；在未來研究設計上可深入探討自由分組之原因，針對不同項目、不同研究對象、教學時間與次數的調整以及使用更多不同分組方式進行比較。The purpose of this research is to explain whether heterogeneous grouping and self-selected grouping will influence learning effects and motivations while learning basketball skills or not ; moreover, to compare the differences between these two ways of grouping. The participants are 55 students in 9th grade from two classes. The method is experimental research. The experimental group is heterogeneous grouping and the control group is self-selected grouping. The instruments used in this study included ARCS motivation model and Basketball skill test. The study uses the statistical softwere SPSS20 to process the data in which the statistical sigrificance was set at α= .05. The result shows students grouped by both ways made obvious progress in integrated skills, dribbling and passing balls but none in shooting. On the other hand, students all showed high motivation in both methods of grouping while there are no remarkable differences in motivation and achievement between two ways. This study suggests teachers make a good relationship with students. If time is limited, teachers may use self-selected grouping. When using cooperative learning, teachers should involve in, and select an appropriate grouping way according to objectives. The research design can focus on reasons of self-selected grouping, various sports or participants, the frequency of teaching times, and different grouping methods to conduct the study.