合作學習教學法與講述式教學法於國小六年級 Scratch 教學之比較研究

The present study aims at students’ learning effectiveness of using cooperative learning and expository strategies of teaching scratch. A quasi-experimental design was adopted in the study. The participants were 148 sixth- grade students from six classes in a public elementary school. The participants were divided into three groups - student's team achievement divisions learning and Jigsaw II learning and the traditional expository strategy. Based on the results of scratch pre-test, the two experimental groups were further divided into groups of three levels - high, medium, and low; the purpose is to investigate the correlation between strategies and competence of scratch among students after eight weeks of scratch learning. The research tool of this study was a scratch learning achievement test. The study used a nonequivalent pre and post-test design. The study applied one-way ANOVA to analyze the pre-tests of the three groups. The result showed that there’s no significant difference among the three groups. Paired t test will be applied to investigate the differences between the pre-tests and post-tests of the three groups. The result showed that the three groups have the significant progress in scratch learning achievement. One-way ANOVA will be administered to investigate the differences of the progress score among the three groups. The result demonstrated that the student's team achievement divisions learning and Jigsaw II learning group have non-significant differences in scratch learning achievement compared to the traditional expository strategy group. Key word: Scratch、Cooperative learning、Traditional expository strategy