科技部專題研究計畫主持人
MOST 106-2410-H-152-007 -SSS
不同期望地位學生對小組學習的環境知覺、動機與參與平等性之探究
Middle School Students’ Expectation States, Environmental Perceptions, Motivation, and Equal Participation in Small Group Learning
科技部
Ministry of Science and Technology
國立臺北教育大學
National Taipei University of Education
黃永和
Yung-Ho Huang
國立臺北教育大學
National Taipei University of Education
黃永和
教授
(02)27321104~55733
yungho@tea.ntue.edu.tw
計畫執行期間起:2017-08-01
計畫執行期間迄:2018-10-31
2017-11-01
2018-07-31
臺灣國中學生
1
003
01
小組學習、合作學習、期望地位、參與平等性、教育機會均等
cooperative learning, expectation states, small group learning, equal participation, equality of education opportunity
本研究旨在探討不同期望地位學生對小組學習的環境知覺、動機與參與平等性之經驗差異,期能有助於瞭解小組學習中的不平等現象,以及國內小組學習教學研究與實踐的發展。本研究採用問卷調查法,問卷工具包含本研究編製之「國中學生期望地位問卷」與「國中學生分組學習參與平等性量表」,以及先前已發展之「國中教室小組學習環境量表(短版)」與「國中學生小組學習動機量表(短版)」。問卷施測對象為立意抽取課堂使用分組學習(包括合作學習與學習共同體)的班級學生,實際施測結果計有26所國中參與,收回有效問卷共1908份。研究結果指出:(1)本研究所發展之「國中學生分組學習參與平等性量表」具有良好信效度,可作為評估小組學習參與平等性的有效工具;(2)國中學生的期望地位可歸類為「低期望地位群」、「中低期望地位群」、「中高期望地位群」與「高期望地位群」等四個集群;(3)較高期望地位集群學生顯著有較高程度的小組活動和諧、教師學習支持、教師公平、同儕親和與學業自我概念等層面之知覺;(4)較高期望地位集群學生在正向對話、負向對話、參與路徑與整體層面有顯著較佳的平等性知覺;(5)較高期望地位集群學生對小組學習有顯著較佳的團隊效能與個人效能,較低的負向評價與課業焦慮;(6)分組學習環境對參與平等性與分組學習動機具有部份中介影響效果。本研究最後針對小組學習的教學研究與實踐提出數點建議。
According to expectation states theory, the small group members will anticipate the relative contributions of each member for the group’s tasks based on socially significant characteristics, social rewards, and behavioral interchange patterns. The greater the member contributions be anticipated, the higher likely the member’s status. The hierarchy of participation, evaluation and influence among the members will be created and maintained. In small group learning, the lower status students will have fewer chances to talk, interact, and contribute to the group tasks. All of these can contribute to lower academic achievement. This study investigated the relationship among expectation states, environmental perceptions, motivation, and equal participation in small group learning. The subjects were 1908 students from the classes that frequently use small group learning. The survey instruments were the Expectation State Scale, Equal Participation Scale, Social Interaction Learning Environment Scale, and Motivation of Social Interaction Learning Scale. The results of the data analysis indicated as follows: 1. The Equal Participation Scale had high validity and reliability scores. It is a credible tool for investigating the equality of participation in small group learning. 2. The cluster analysis divided the all students into four different groups of expectation states, they were “high status”, “upper intermediate status”, “low intermediate status”, and “low status”. 3. The group with the higher status significantly had higher environmental perceptions of “group harmony”, “teacher support”, “teacher equity” “student cohesiveness”, “academic self-concept”. 4. The group with the higher status significantly had more positive perceptions of equality in aspects of “positive dialogue”, “negative dialogue, “participating access”, and the total dimension. 5. The group with the higher status significantly had higher “team efficacy” and “self-efficacy”, and lower “negatively valuing”, and “academic anxiety” toward small group learning. 6. Students’ perceptions of social interaction learning environment play a mediating role between equal participation and motivation toward small group learning.
否,無直接識別資料
除檢查有無可識別個人身份資料外,另檢查個案編號是否重複、變項及選項數值說明是否與問卷一致或未被定義,發現前述狀況時,將於確認後協助修改。
追蹤清單
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