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http://dx.doi.org/10.5392/JKCA.2020.20.01.581

Differences in Self-Directed Learning Readiness, Learning Presence and Learning Transfer between Low-Achievers Participating in Peer Tutoring  

Hwang, Soonhee (홍익대학교(세종) 교양과)
Publication Information
The Journal of the Korea Contents Association / v.20, no.1, 2020 , pp. 581-592 More about this Journal
Abstract
This research aims to explore the effect of participation in 'peer tutoring(learning tutoring)' program designed for low achiever students, and to provide an explanation for the improvement of related extracurricular activity. For this, firstly, the study analyzed differences between goal attainment group and non-attainment group in self-directed learning readiness, learning presence and learning transfer. Secondly, the relationships between three variables were analyzed. Based on an online survey of 154 low achievers participating in learning tutoring, two research questions were examined using t-test, correlation and hierarchical multiple regression analyses. Our findings show that firstly, the academic achievement after participating in tutoring improved more than before. Secondly, there were differences in three variables by gender and grades. Also, there were differences in three variables between two groups. Finally, there was a high positive correlation between three variables, and 71% of learning transfer was explained by self-directed learning readiness and learning presence. Based on these findings, the practical implications are discussed regarding the improvement of tutoring program.
Keywords
Peer(Learning) Tutoring; Low Achiever; University Students; Self-Directed Learning Readiness; Learning Presence; Learning Transfer;
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Times Cited By KSCI : 6  (Citation Analysis)
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