本研究結合電腦輔助教學與合作學習的方法應用於學習，而探討在學習成效上是否較佳呢？爲達成本研究目的，本研究透過文獻探討，採用準實驗設計進行研究。本研究針對116名修微積分的學生蒐集資料，採用卡方分析、t-test、共變數分析等統計方法考驗研究假設。本研究所獲得的研究結論如下：以教學法爲自變項，「微積分成就測驗」的前測爲共變項，後測爲依變項，發現共變數前測是有效的，即微積分前測對微積分後測是有顯著的影響的，這兩組平均數是不相同的，且電腦合作學習組高於電腦個別學習組，電腦合作學習組在「微積分成就測驗」與「學習動機」上前測優於後測，且達顯著差異。根據上述研究結果，希望對修微積分的學生能有多一份的瞭解，並提出數點教育或輔導上的建議。

The purpose of this study was to investigate whether the cooperative learning of computer-assisted instruction influences university students to learn Calculus or not. The experimental design for this study was a quasi-experimental pretest-posttest design. The 116 university students, who take in the Calculus course, were invited to participate in the study. The study adopted number of frequency distribution, independent sample t test, One-way ANOVA. The result revealed that: there were no distinguished differences in parents' education background and family economy. There were distinguished differences in learning motivation, learning achievement. Students in the cooperative learning group obtained significantly higher learning achievement of Calculus than students in the individual learning group. According to results of this study, some suggestions for designs of teaching Calculus instruction are provided in this study.