| 摘要： | The purpose of this study was to investigate the effect of cooperative learning and the motivation on performance and satisfaction from a table tennis teaching perspective. Participants used either a cooperative or
individual learning strategy while receiving a video program and instructional information, skill practicing, and feedback from an instructional table tennis lesson. After receiving specific directions for implementing
individual versus cooperative strategies, 60 university students, classified as high and low need motivation for affiliation, were randomly assigned to treatments. Students completed a basic table tennis lesson, the effects of
cooperative learning and the need motivation for affiliation were examined across posttest. Satisfaction was also assessed. Results revealed that students in the low motivation need for affiliation treatment outperforming
those in the high motivation need for affiliation treatment. However, the result did not reveal a significant main effect for instructional method. This finding does not appear to supports the large body of literature from motor skill instruction and traditional learning environments that cooperative learning is superior to individual conditions. Furthermore, the result revealed a significant interaction between instructional method and the motivation need for affiliation, and a significant main effect for instructional method. These data suggest that participants who worked cooperatively reported greater overall satisfaction with the instruction than those who worked individually. The implications for cooperative learning use on the motivational factors for physical education and future research are discussed. |
