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http://dx.doi.org/10.15267/keses.2017.36.3.181

The Effects of the Small Group Collaborative Learning Strategy using Smart Devices in Elementary School Science Classes  

Kang, Sukjin (Jeonju National University of Education)
Yun, Sungyong (Bojeol Elementary School)
Publication Information
Journal of Korean Elementary Science Education / v.36, no.3, 2017 , pp. 181-192 More about this Journal
Abstract
In this study, the effects of the small group collaborative learning on students' achievement, the retention of the achievement, communication anxiety, and science learning motivation were investigated. The aptitude-treatment interaction between the level of students' self-directed learning ability and the intervention was also examined. Two classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. A self-directed learning ability test, a communication anxiety test, and a science learning motivation test were administered as pretests. The intervention lasted for 8 class periods. After instruction, an achievement test, the communication anxiety test, and the science learning motivation test were administered. An achievement retention test were also administered after four weeks. The results indicated that there were significant treatmentaptitude interaction effects in the achievement test scores and the achievement retention test scores. In the communication anxiety and the science learning motivation, however, any significant difference was not found between the scores of the treatment group and the control group. Educational implications are discussed.
Keywords
collaborative learning; smart device; elementary school science class; achievement; communication anxiety; science learning motivation;
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Times Cited By KSCI : 7  (Citation Analysis)
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