不同教學法在排球教學對班級氣氛影響之研究

Effect of Learning Method on the Volleyball Overhead Toss

10.5297/ser.200410_6(3).0001

鄭金昌(Chang-Cheng Cheng)

合作學習 ； 精熟學習 ； 班級氣氛 ； 排球教學 ； cooperative learning ； mastery learning ； classroom climate ； teaching volleyball

大專體育學刊

6卷3期（2004 / 10 / 31）

11 - 20

繁體中文;英文

The objective of this study was to examine the effects of class instruction method on university students' volleyball overhead toss. The subjects were 111 college students with an average age of 19.34. The subjects were divided into two learning groups, of which 55 were in cooperative learning classes, and 56 were in the mastery learning classes. The students were trained for 8 weeks with programmed schedules. Both a pre-test and a post-test questionnaire were distributed to these students before and after the learning period. The aim of these questionaires was to unveil the students' perception of the class climate and any changes observed. The results showed that: 1. Differences in the total score, as well as scores in the categories of teacher support, satisfaction, and recogition, of the Cooperative Learning Class between the pre- and post-test reached the significance level of 0.05. 2. Compared with the Mastery Learning Class, the Cooperative Learning Class demonstrated significantly higher post-test scores in all the following categories, teacher support, satisfaction, recogition, and the total score. The significance level also reached 0.05.

The objective of this study was to examine the effects of class instruction method on university students' volleyball overhead toss. The subjects were 111 college students with an average age of 19.34. The subjects were divided into two learning groups, of which 55 were in cooperative learning classes, and 56 were in the mastery learning classes. The students were trained for 8 weeks with programmed schedules. Both a pre-test and a post-test questionnaire were distributed to these students before and after the learning period. The aim of these questionaires was to unveil the students' perception of the class climate and any changes observed. The results showed that: 1. Differences in the total score, as well as scores in the categories of teacher support, satisfaction, and recogition, of the Cooperative Learning Class between the pre- and post-test reached the significance level of 0.05. 2. Compared with the Mastery Learning Class, the Cooperative Learning Class demonstrated significantly higher post-test scores in all the following categories, teacher support, satisfaction, recogition, and the total score. The significance level also reached 0.05.

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