網路出題與合作學習策略運用對學力提昇與學習焦慮之影響

Effects of Question-Posing and Cooperative Learning on Students' Competency and Learning Anxiety within a Web-Based Learning Environment

10.7044/JNHCTC.200506.0219

洪琮琪(Chung-Chi Hung)；于富雲(Fu-Yun Yu)；程炳林(Biing-Lin Cherng)

出題 ； 合作學習 ； 學力提昇 ； 學習焦慮 ； 網路學習系統 ； Competency ； Cooperative learning ； Learning anxiety ； Question-posing ； Web-based learning environment

新竹師院學報

20期（2005 / 06 / 01）

219 - 244

繁體中文

本研究主要探討網路出題與合作學習策略對學力提昇與學習焦慮的影響。本研究採（出題與不出題）X（合作與單獨）之2X2準實驗研究法，以南部一國小六年級四個班級的學生為研究對象，利用一網路出題互評練習系統，配合自然科教學進行為期四週的實驗教學。主要研究發現：一、單獨出題組在學力提昇上顯著高於單獨不出題組，且在學習焦慮上顯著低於單獨不出題組；二、合作不出題組在學力提昇上顯著高於單獨不出題組，且在學習焦慮上顯著低於單獨不出題組；三、合作出題組在學習焦慮上顯著高於合作不出題的班級，唯在學力提昇上則與合作不出題組無顯著差異；四、合作出題組與單獨出題組，在學力提昇與學習焦慮等依變項上則無顯著差異。文末，根據研究結果與觀察進行討論，並提出教師教學以及未來研究的建議。

The purpose of this study was to investigate the effects of question-posing and cooperative learning strategies on students' learning competency and learning anxiety within a web-based learning environment. The study adopted 2 (question-posing v.s. no question-posing) X 2 (cooperative learning and individualistic learning) quasi-experimental design. Participants were 132 sixth-graders from four classes from one elementary school in Kaohsiung City. A Web-based learning system that enables student to pose/peer review/view question and engages in drill-and-practice learning activity was revised and used in this study for four consecutive weeks. ”Learning Experiences Scale” with established reliability and validity was used in the current study to collect data. Data analysis found that students participating in the individualistic question-posing group tended to have significantly higher ratings on their self-competency level and lower ratings on learning anxiety as compared to the non-question-posing group. Besides, cooperative non-question-posing group perceived themselves to be significantly more competent and less intense with comparison to the individualistic non-question-posing group. Furthermore, cooperative question-posing tended to significantly induce higher anxiety in the participants than their counterparts in the cooperative non-question-posing group. Finally, there are no statistically significant differences between cooperative and individualistic question-posing groups in students' competency and learning anxiety. Suggestions for classroom implementation and future research topics are proposed.

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