부산대학교 도서관

The purpose of this research is to apply a Cooperative Learning (CL) method to remedial instruction. A total of 54 senior students from a vocational high-school were sampled by researcher judgment and underwent in-class remedial instruction. The mathematic syllabus in use was the Vocational High School Mathematics B, Sequence and Series Unit. The teaching period was 1 month, with 18 mathematic lessons total, three per session. The class was divided into 9 groups, 6 students per group, according to their mathematic outcomes and attitude towards mathematics. The most outstanding 9 students were divided between the 9 groups and appointed to be 'Coach.' This research used each lesson's academic test as well as attitude towards mathematic scales to measure each participant's mathematical academic achievement and attitude towards mathematics. The results show improvement on mathematical academic achievement and attitude for normal participants. However, the results show no significant differences in coaches after the instruction. Participant feedback shows that CL not only improved their academic achievement, but also made them not scared and hateful of mathematics anymore. The Coaches' feedback shows that they understood the unit more profoundly after instruction. In the future, there will likely be more studies on the effectiveness on remedial teaching materials in secondary schools so that teachers can effectively implement a variety of techniques to help adaptively teach students of different abilities.