Using Large Data to Analyze the Effect of Learning Attitude for Cooperative Learning between the High Achievement Students and the Low Achievement Students

Hsu Chia-Ling,Chang Ya-Fung

doi:10.13189/ujer.2017.050301

Abstract

This study is to investigate the effect of the cooperation learning between the high achievement students and the low achievement students. Nowadays, the influences of the flipped classroom are all over the world in the secondary school education. Therefore, the cooperative learning becomes hot teaching strategies again. However, the learning attitude or the learning support may be different between the high achievement students and the low achievement students. The interested in the cooperative learning may be different between these two group students. We expect that the cooperative learning may be accepted by the high achievement students and the adaptive learning may be suit for the low achievement students too. This study used the secondary data to analyze the different between these two groups. The data is the secondary data which is from Taiwan Education al Panel Survey (TEPS) Data. We choose the 2014 Chinese part data set to analyze the effect of the cooperation learning between the high achievement students and the low achievement students. There were 8575 participates in 2014 Chinese data set. In order to analyze the difference from the high achievement students and the low achievement students, we choose the high 5% students and low 5% students. Therefore, the total participates were 858 students include 429 high achievement students and 429 low achievement students. The result of the effect of cooperation learning between the high achievement students and the low achievement students is no significance difference. The result indicates that learning attitude of the high achievement students and the low achievement students in cooperation learning are no difference. In other words, the learning strategy in cooperation learning is fitting for the high achievement students and low achievement students in their learning attitude. Therefore, we can foresee that the flipped classroom especially using cooperation learning may successful in this education reform.

Highlights

The flipped classroom is famous in the United States
This study is to investigate the effect of cooperation learning attitude between the high achievement students and the low achievement students
The aim of this study is to find out whether there is a significant difference between the high achievement students and the low achievement students in learning attitude that may affect the cooperative learning

Summary

Introduction

The flipped classroom is famous in the United States. In Japan, the collaborative learning is wildly spread in the whole country. In this educational reform period, the cooperative learning is famous learning strategies in the secondary school learning All these education reform need to use group learning, the founder of the MAPS or Sharestar are the secondary teachers and they all announce that their method in teaching are very powerful. They declare that the students learning achievement are improving with these new teaching methods. Many projects are ongoing in education, such as, “Every child matters in the curriculum” in England, “No child left behind” in the United States and “After school alternative program” in Taiwan [2] [3] These projects focus on disadvantage students learning. Hsu and Chang (2008) reported the effects of teaching team to remote areas to show that the resources from university were the college students who were in the teacher education program [10]

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Conclusion