合作學習與訊息回饋策略對修習健康與體育教材教法之學生學習成效的影響

鄭 麗媛(Li-Yuan Cheng), 李 思賢(Tony Szu-Hsien Lee), 陳 政友(Cheng-Yu Chen)

Research output: Contribution to journalArticle

Abstract

Purpose: Peer cooperative learning and information feedback may be better learning strategies that a teacher can adopt to create supportive environments for students. The main purpose of this study was to investigate the effects of cooperative learning and information feedback strategies upon students' learning on health and physical education. Method: A total of 120 students were selected from a national university and assigned into two groups, cooperative learning and self-learning, based upon their pre-test score of health and physical education. The cooperative learning and self-learning group were then randomly assigned into three clusters: elaborative feedback-providing, knowledge of correct response, and non-feedback. All students completed the health and physical education test after receiving ten-week experiment courses. Results: Analysis of this study found that students within cooperative learning group (Mean=45.91) performed significantly better than those within self-learning group (Mean=35.25) (F=92.76, p<.05). There was a significant difference in learning performance among groups of information feedback strategies. Specifically, no feedback group (Mean=43.87) performed significantly better than correct response group (Mean=39.25) and elaborative feedback-providing group (Mean=38.62) (F=7.97, p<.05). Conclusion: Our study shows that cooperative learning helped students improve performance on health and physical education class. It is suggested that future research should be carried out on the social interaction and benefits of cooperative learning. The results also found that no feedback group performed better than other feedback groups, suggesting that future study should focus on the materials of information feedback provided by the teacher and the mechanism of information processing used by the students in the health and physical education.
Original languageChinese
Pages (from-to)65-85
Number of pages21
Journal健康促進與衛生教育學報
Issue number32
DOIs
Publication statusPublished - 2009

Cite this

合作學習與訊息回饋策略對修習健康與體育教材教法之學生學習成效的影響. / 鄭麗媛(Li-Yuan Cheng); 李思賢(Tony Szu-Hsien Lee); 陳政友(Cheng-Yu Chen).

In: 健康促進與衛生教育學報, No. 32, 2009, p. 65-85.

Research output: Contribution to journalArticle

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title = "合作學習與訊息回饋策略對修習健康與體育教材教法之學生學習成效的影響",
abstract = "Purpose: Peer cooperative learning and information feedback may be better learning strategies that a teacher can adopt to create supportive environments for students. The main purpose of this study was to investigate the effects of cooperative learning and information feedback strategies upon students' learning on health and physical education. Method: A total of 120 students were selected from a national university and assigned into two groups, cooperative learning and self-learning, based upon their pre-test score of health and physical education. The cooperative learning and self-learning group were then randomly assigned into three clusters: elaborative feedback-providing, knowledge of correct response, and non-feedback. All students completed the health and physical education test after receiving ten-week experiment courses. Results: Analysis of this study found that students within cooperative learning group (Mean=45.91) performed significantly better than those within self-learning group (Mean=35.25) (F=92.76, p<.05). There was a significant difference in learning performance among groups of information feedback strategies. Specifically, no feedback group (Mean=43.87) performed significantly better than correct response group (Mean=39.25) and elaborative feedback-providing group (Mean=38.62) (F=7.97, p<.05). Conclusion: Our study shows that cooperative learning helped students improve performance on health and physical education class. It is suggested that future research should be carried out on the social interaction and benefits of cooperative learning. The results also found that no feedback group performed better than other feedback groups, suggesting that future study should focus on the materials of information feedback provided by the teacher and the mechanism of information processing used by the students in the health and physical education.",
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author = "鄭, {麗媛(Li-Yuan Cheng)} and 李, {思賢(Tony Szu-Hsien Lee)} and 陳, {政友(Cheng-Yu Chen)}",
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AU - 李, 思賢(Tony Szu-Hsien Lee)

AU - 陳, 政友(Cheng-Yu Chen)

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AB - Purpose: Peer cooperative learning and information feedback may be better learning strategies that a teacher can adopt to create supportive environments for students. The main purpose of this study was to investigate the effects of cooperative learning and information feedback strategies upon students' learning on health and physical education. Method: A total of 120 students were selected from a national university and assigned into two groups, cooperative learning and self-learning, based upon their pre-test score of health and physical education. The cooperative learning and self-learning group were then randomly assigned into three clusters: elaborative feedback-providing, knowledge of correct response, and non-feedback. All students completed the health and physical education test after receiving ten-week experiment courses. Results: Analysis of this study found that students within cooperative learning group (Mean=45.91) performed significantly better than those within self-learning group (Mean=35.25) (F=92.76, p<.05). There was a significant difference in learning performance among groups of information feedback strategies. Specifically, no feedback group (Mean=43.87) performed significantly better than correct response group (Mean=39.25) and elaborative feedback-providing group (Mean=38.62) (F=7.97, p<.05). Conclusion: Our study shows that cooperative learning helped students improve performance on health and physical education class. It is suggested that future research should be carried out on the social interaction and benefits of cooperative learning. The results also found that no feedback group performed better than other feedback groups, suggesting that future study should focus on the materials of information feedback provided by the teacher and the mechanism of information processing used by the students in the health and physical education.

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KW - 訊息回饋策略

KW - 健康與體育教材教法

KW - 學習成效

KW - Cooperative learning

KW - Information Feedback Strategies

KW - Methods and Materials for Health and Physical Education Teaching

KW - Effectiveness of Learning

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JO - 健康促進與衛生教育學報

JF - 健康促進與衛生教育學報

SN - 2070-1063

IS - 32

ER -