依據教育部統計，全國中小學生一年有20萬人次因為學習落後而接受補救教學。面對補救教學的高度需求，長期以來補救教學仍受到教學成效不佳，學生的學習成果有限的質疑，因此教師應提供多元適性的學習機會，以達成「確保學生學力品質」、「成就每一個孩子」的目標。 本研究之研究目的在探究以合作學習法進行補救教學後，國小四年級課後班數學學習低成就學生的學習成就表現與學習態度。研究對象為嘉義市某國小5名四年級課後班學習低成就學生，以合作學習法進行八週的「四則運算」與「分數」補救教學。研究資料以數學學習態度問卷與兩單元數學成就前、後測結果進行統計分析，並蒐集學生的影片觀看學習單、單元學習心得以及教師教學日誌等質性資料，瞭解學生在兩個單元學習成就的表現，以及數學學習態度的變化。 本研究之研究結果如下：一、合作學習法能提升四年級課後班數學學習低成就學生在「四則運算」與「分數」補救教學的學習成就表現。兩個單元的前、後測結果經Wilcoxon符號等級檢定後皆達顯著差異，表示應用合作學習法的補救教學能提升學生學習成就及對學習概念的理解。二、合作學習法在個案學生進行補救教學之後，學生的數學學習態度均有明顯的正向改變。經由Wilcoxon符號等級檢定，學生在學習態度全量表的後測得分平均數高於前測得分平均數且達顯著差異。 According to the statistics of the Ministry of Education, approximately 200,000 primary and middle school students in Taiwan receive remedial teaching due to low academic achievement. In the face of the high demand for remedial teaching, remedial teaching has long been questioned because of its poor teaching results and limited student learning outcomes, therefore teachers should provide multi-disciplinary learning opportunities to achieve the goal of ＂ensuring the quality of students' academic competence＂ and ＂helping individual student to reach the accomplishment＂. The purpose of this research was to explore the learning achievement performance and learning attitude of the underachievement students in the fourth grade after-school mathematics learning after the remedial teaching with the cooperative learning method. The articipants were five underachievement students in a fourth-grade after-school class from an elementary school in Chiayi City. The eight-week ＂arithmetic＂ and ＂fraction＂ remedial teaching were conducted in a cooperative learning method. In order to understand the students' mathematics achievement performance and the changes in learning attitudes, research data, including the mathematics learning attitude questionnaire and the results of the pretest and posttest of mathematics achievement, was statistically analyzed, and qualitative data such as the student's film viewing learning sheets, unit learning feedback and teacher teaching log was collected. The results of this study are as follows: First, the cooperative learning method can enhance the learning achievement performance of the underachievement students in a fourth-grade after-school class after ＂arithmetic＂ and ＂fraction＂ remedial teaching. The pretest and posttest results of these two units are significantly different after being verified by the Wilcoxon symbol level, indicating that the remedial teaching using the cooperative learning method can enhance students' learning achievement and understanding of the learning concept. Second, after remedial teaching using the cooperative learning method, the students' mathematics learning attitudes have obvious positive changes. Through the Wilcoxon symbol level test, the average score of the post-test of the students in the full attitude of learning attitude is higher than the average score of the pretest and reached a significant difference.
