本研究之目的乃透過統合分析法(meta-analysis)，對「合作學習」過去所累積的研究資料，做客觀、計量性的分析，以瞭解它對於學生「學習成就」「情意態度」「學習成效」的影響。本研究經電腦檢索、溯洄法，計蒐集到22篇有關「合作學習」的施測或研究報告。最後將資料以電腦程式Meta-HC進行分析研究結果顯示：合作學習對於「學習成就」「情意態度」「學習成效」均有正向的影響，但是強度都不高。在「學習成就」上的加權平均效果量d値為0.3256；在「情意態度」上的加權平均效果量d値為0.2573；在「學習成效」上的加權平均效果量d値為0.2870。以Cohen的標準而言都屬於中低程度的效果量。綜觀本文的結果：合作學習對於學生的學習而言是具有正向的影響，不過其效果不高。因此是否作為教室中學生的主要學習方式，教師必須審酌各項條件與結果再行決定。

This study uses meta-analysis to examine the effect size of twenty-two Cooperative Learning related research studies in Taiwan on student's Learning Achievement, Affection Attitude, and Learning Outcome. The authors used computer program Meta-HC for analyzing data. The analyses revealed that Cooperative Learning had a positive affect on student's Learning Achievement, Affection Attitude, Learning Outcome. However the effects size were low and moderate. Learning Achievement: d=0.3256, Affection Attitude: d=0.2573, Learning Outcome: d=0.2870. In sum, Cooperative Learning has a positive effect on student's Learning Achievement, Affection Attitude, and Learning Outcome. However, the effects are small. Thus, if a teacher wants to use Cooperative Learning as the main learning method in the classroom, he/she ought to consider the conditions and effects that might be caused by the methodological issues.

合作學習; 情意態度; 統合分析; 學習成就

cooperative learning; affection attitude; meta-analysis ; learning achievement