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The Effects of Cognitive Apprenticeships Collaborative Learning on English Le arning Achievement, Motivational Belief , and Learning Strategies of Second Graders of Junior High School. Mei-Ling, Lin ABSTRACT The main purposes of this study were :(1)to construct the instructional prosedure of“ cognitive apprenticeships cooperative learnin g ”,and (2?to explore the effects of different instruction methods(co gnitive apprenticeships cooperative learning, group cooperative learning , and traditional lecture )on English learning achievement , motivational b elief , and learning strategies of the second graders of junior high school. In this study , the“ cognitive apprentice ships cooperative learning”instruction method was formed by combining Col lins''s cognitive apprenticeships and Danserau''s dyadic cooperative learning. The“group cooperative learning ” instruction method was formed by Slav in''s Student Teams Achievement Division, STAD. The subjects were 130 second graders in three classes from an junior high school in Taipei County. The three classes were assigned to Experimental Group ,Experimental GroupⅡ,and Control group. Experimental GroupⅠreceived "cognitive apprenticeships cooperative learning”instruction, Experimental GroupⅡreceived “group coo perative learning”instruction, and Control group received traditional lec ture instruction. The experiment was conducted over a time span of twelve we eks. Nonequivalent-control group design was used for this study. The quant itative data obtained were analyzed by one-way ANCOVA . The major findings were as follows: 1. The English learning achievement of Experimental groupⅠwas significantly higher than that of Experimental GroupⅡ. But the English learning achievemen -ts of the Experimental Group Ⅱwas not significantly higher than that of C ontrol Group. 2. Experimental GroupⅠshowed significantly better effects on enhancing the English self-efficacy than Experimental GroupⅡ did. But Experimental GroupⅡ showed no significant effects on enhancing the English self-efficacy than Control group did. 3. Experimental GroupⅠshowed significantly better effects on increasing the English intrinsic-value than Experimental GroupⅡdid. But Experimental Group Ⅱ showed no significant effects on increasing the English intrinsic-value than Control Group did. 4. Experimental GroupⅠshowed significantly better effects on enhancing the Eng -lish achievement motivation than Experime ntal GroupⅡ. But Experimental Group Ⅱ showed no significant effects on enh ancing the English achievement motivation than Control group did.
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