College Students’ Learning Motivation and Learning Effectiveness by Integrating Knowledge Sharing, Action Research and Cooperative Learning in Statistics

Abstract

Statistics is everywhere in the people's lives. It is a very important and fundamental knowledge. It is one of the basic compulsory courses of the School of Management. It will be widely applied to all levels of management. The purpose of this study is to use multiple teaching methods to improve the effectiveness of learning, enhance learning motivation, and avoid the shortcomings of traditional, rigid, single teaching methods and poor teaching results in the course of statistics. This research combines three learning and management models into an innovative teaching method, which includes Collaborative Learning, Action Research, and application of learning processes into practical knowledge management. This innovative teaching method will apply to sophomores in a compulsive course of statistics in Asian University. The students will be able to better meet the qualifications of employment practice, have a broader vision, and experience a more diverse learning in a more structured course of statistics. The evaluation of learning effectiveness also uses innovative methods which include three parts: a. Statistical learning motivation scale. b. Questionnaire assessment scale. c. Self-assessment of learning effectiveness. It is also hoped that the restriction of the traditional teaching method of using textbooks and the standardization of the teaching process will be broken, as well as the traditional practice of paper-oriented examinations, in order to improve students’ learning motivation and learning effectiveness. The results of this research show that the average score of the first semester mid-term examination of the 1.108 academic year is higher than that of the first semester of the 107 academic year, indicating that the overall learning effect has improved, although there is no significant difference (t value 0.342, p-value = 0.733), but The standard deviation of the mid-term exam results in the 108 semester is also smaller than that in the 107 semester, indicating that the overall learning effect is relatively consistent. 2. The first and second semesters of learning motivation and assessment results have grown significantly. 3. The self-assessment of learning effectiveness grows every semester, and the growth in the second semester is more significant than that of the first semester. In particular, the self-assessment of learning effectiveness at the end of each semester has grown much more than at the beginning of the semester. This result shows that the direction of this research is to have actual learning effects, but it is still necessary to continue to strengthen teaching preparation and improve teaching methods.