An Action Research on Teaching the Ticketing Course: A Case Study on the Abacus Ticketing Reservation System

Abstract

The aim of this research is to examine students’ learning processes in establishing learner autonomy and obtaining certification in the university-level Abacus Ticketing course. Following Lewin’s action research approach, the researcher applies the action to research procedures. Both the process-oriented objectives and pedagogic objectives will be emphasized in this research. Three aspects of the research are discussed in this study. The first is the evaluation of cooperative learning on the Abacus Ticketing course. The second is the identification of subjects’ learning attitude and their perceptions toward teaching. The third is the examination of the development of the subjects’ learning autonomy after applying the pedagogy of cooperative learning. This study focuses on the following purposes: The participants of the present study are 115 university students in central Taiwan, from two different classes. This study will explore the self-learning processes specific to the students of technological students. The major findings of this action research are as follows: 1. The participants’ ability as demonstrated by their performance on weekly review tests (WRTs) improved after they engaged in cooperative learning. 2. The participants’ motivation and learning attitudes were enhanced in their affective development; their learning attitude improved after the cooperative learning. 3. Most of the participants’ learning styles changed: They were able to learn by utilizing the support materials and reflecting on their own profiles. 4. The participants’ responses to cooperative learning were positive. They not only enjoyed working in groups but also reduced their anxiety in learning. 5. Through the assistance of peer tutoring, the students were able to finish their tasks within the time limit. The teachers saved time by teaching flexibly and efficiently. 6. Cooperative learning helped to create a pleasant learning climate in the class and improve the students’ social and communicative skills. 7. All the subjects developed learning autonomy in the Abacus Ticketing course after the cooperative learning. Based on these study findings, it is recommended that ticketing course teachers implement cooperative learning to help students to improve their operating abilities and test scores. Also, this study demonstrated that, through small-group interactions, students increased their learning motivation and participation rate. In addition, they felt confident utilizing the supplementary materials for their learning so that they learned to monitor and reflect on their portfolios. Moreover, this study revealed the significant finding that through cooperative learning, students can become autonomous learners.