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http://dx.doi.org/10.30807/ksms.2019.22.3.003

A Case Study on the Affective Change of Underachieving Students in Mathematics During Reciprocal Peer Tutoring  

Kim, KiYun (Daegu Haeol Middle&High School)
Lee, BongJu (Kyungpook National University)
Publication Information
Journal of the Korean School Mathematics Society / v.22, no.3, 2019 , pp. 221-240 More about this Journal
Abstract
The purpose of this study is to suggest Reciprocal Peer Tutoring(RPT) for mathematics underachieving students as one way of the instructional strategies to supplement their lack of mathematics learning and to provide them with successful experiences in learning mathematics. We defined underachieving student in mathematics as the student whose mathematics achievement was high or middle level in the middle school but became lower in high school. Four mathematics underachievers voluntarily participated in this study. We examined the effects and roles of RPT by focusing on their positive change in the affective domain. RPT was conducted for about three months, including pre-training, pretest, and posttest. As the results of this research, RPT has generally made positive changes in the affective domain of underachieving mathematics students. Although four students did not show the same pattern of change and the sub-elements of positive change were different for each student, RPT provided opportunities for 4 all students to experience positive change.
Keywords
reciprocal peer tutoring(RPT); underachieving students in mathematics; high school students; affective domain; self-concept of mathematics; attitude towards mathematics; attitude of learning mathematics;
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