이동수업 반 내에서 동질 모둠별 협동학습을 통한 수학성취도와 동기유발에 관한 연구

Abstract

Abstract

Most of middle schools adopted level-based transferring teaching system based on management of the level-based differentiated classes suggested in the 7-th educational curriculum. Such education system turns out to be useful to only a few advanced students; as far as lower level students are concerned it is rather ineffective due to failure of reflecting individual difference of their scholastic abilities. Thus in this paper we deal with effects of cooperative learning in achievement and learning motivation of mathematics based on the idea of adopting cooperative learning system into the current level-based transferring teaching system. For this purpose the auther developed questionaires consisting of 45 items reflecting Keller's ARCS theory of learning motivation as well as STAD cooperating learning theory. Using t-test in statistics programing SPSS, we have following results; 1. Unfortunately, a t-test result between the experiment class(the cooperative learning class) and the comparative class(the non-cooperating class) did not reveal something significant in the sense of statistics. Nevertheless, it was observed that improvement of achievement test result of the experimental class was much higher than that of the comparative class. 2. Comparing questionaires of the experimental class conducted in separated two sessions- the beginning and the end of experiment, the author found that cooperative learning system positively effected to students in most of the four areas of ARCS theory. In particular t-test result regarding the items related to STAD cooperative learning showed its effectiveness(level of significance p< .001). 3. Comparing questionaires regraing STAD cooperative learning conducted in three different leveled students of the experimental class, it was observed that the lower leveled students were most satisfied with cooperative learning (level of significance p< .001)