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http://dx.doi.org/10.14697/jkase.2007.27.3.180

The Influences of Grouping Method on Science Achievement and Self-efficacy in Middle School Science Instruction Using Reciprocal Peer Tutoring Strategy  

Kim, Kyung-Sun (Seoul National University)
Wang, Hye-Nam (Samgaksan Middle School)
Noh, Tae-Hee (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.27, no.3, 2007 , pp. 180-189 More about this Journal
Abstract
This study investigated the influences of reciprocal peer tutoring (RPT) strategy on middle school students' science achievement, self-efficacy, perception of instruction by grouping method and science achievement level. Eighth graders from a middle school in Seoul were assigned to comparison, homogeneous RPT, and heterogeneous RPT groups. The students were taught about 'separation of mixtures' for 8 class hours. After the instructions, a science achievement test consisting of three subtests (knowledge, understanding, and application), a self-efficacy test, and a questionnaire about the perception of instruction were administered. The analysis of the results revealed that the scores of heterogeneous RPT group, regardless of the students prior science achievement level, were significantly higher than those of the other groups in the knowledge and understanding subtests, and the self-efficacy test. The scores of homogeneous RPT group were significantly higher than those of the comparison group in the knowledge subtest but not in the understanding subtest and the self-efficacy test. The low-level students in heterogeneous RPT group performed better in the science achievement test and the application subtest than those in the other groups. The high-level students in RPT groups performed better in the science achievement test than those in comparison group. However, there was no significant difference for the application subtest scores of the high-level students of the three groups. Most students in RPT groups perceived positively on the instructions. The students in heterogeneous RPT group and low-level students especially showed more positive perception of the instruction than those in homogeneous RPT group and high-level students.
Keywords
reciprocal peer tutoring; grouping method; science achievement; self-efficacy;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
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