Browse > Article
http://dx.doi.org/10.7468/mathedu.2013.52.3.423

A study on the effects of the reciprocal peer tutoring in high school students' affective characteristics of mathematics  

Choi, Kyehyen (Pungmu High School)
Han, Hyesook (Dankook University)
Publication Information
The Mathematical Education / v.52, no.3, 2013 , pp. 423-442 More about this Journal
Abstract
The purpose of the study was to examine the effects of the reciprocal peer tutoring in high school students' affective characteristics with respect to mathematics. The study was conducted with 111 first graders in one high school located in Gyeonggi-do, and the study lasted for 1 year in regular mathematics classrooms. According to the results, reciprocal peer tutoring was very effective in improving students' interest and self-efficacy toward mathematics and reducing mathematics anxiety. Especially, in high and low performing student groups, there were statistically significant improvements in affective factors such as interest, self-efficacy toward mathematics, and mathematics anxiety after reciprocal peer tutoring. However, average performing student group showed statistically significant improvements in affective factors of interest and self-efficacy toward mathematics.
Keywords
affective characteristics; interest; mathematics anxiety; reciprocal peer tutoring; self-efficacy; value of mathematics;
Citations & Related Records
Times Cited By KSCI : 3  (Citation Analysis)
연도 인용수 순위
1 Mastropieri, M. A., Scruggs, T., Norland, J. J., Berkeley, S., McDuffie, K., Tornquist, E. H., et al. (2006). Differentiated curriculum enhancement in inclusive middle school science: Effects on classroom and high-stakes tests. Journal of Special Education 40, 130-137.   DOI   ScienceOn
2 문희철 (2008). 수학교과에 대한 정의적 특성 분석. 석사학위논문, 서원대학교. (Moon, H. C. (2008). Analysis of Student's Responses about the Factors of Affective Domain of School Mathematics. Master's thesis, Seowon University.)
3 박선화, 김명화, 주미경 (2010). 수학에 대한 정의적 특성 향상 방안 연구. 한국교육과정평가원 연구보고 RRI 2010-9. (Park, S. H., Kim, M. H., & Ju, M. K. (2010). A Study on Affective Characteristics Toward Mathematics. RRI 2010-9, KICE.)
4 박 정 (2007). 우리나라 중학생의 수학에 대한 정의적 특성 변화와 수학 성취에 미치는 영향력 분석. 수학교육 46(1), 19-31. (Park, C. (2007). The Trend in the Korean Middle school students' Affective variables toward Mathematics and Its effect on their Mathematics achievements. The Mathematical Education 46(1), 19-31.)   과학기술학회마을
5 박현화 (2007). 중학교 특별보충과정에서 상호적인 또래 교수가 수학적 성취도와 수학적 자기효능감에 미치는 영향. 석사학위논문, 이화여자대학교. (Park, H.H. (2007). The Effect of Reciprocal Peer Tutoring to Mathematical Achievementand Self-efficacy in the Under achieverClass of the Middle School. Master's thesis, Ewha Womans University.)
6 손 영, 김성일 (2005). 또래교수 집단 구성방식이 학업성취도와 교과 흥미에 미치는 영향. 교육심리연구 19(3), 595-613. (Sohn, Y. & Kim, S. (2005). The Effect of Grouping Format of Peer Tutoring on Achievement and Interest. The Korean Journal of Educational Psychology 19(3), 595-613.)
7 신진희 (2003). 또래교수가 수학학습부진아의 수학성취도와 사회성 발달에 미치는 효과. 석사학위논문, 인천교육대학교. (Sin, J. H. (2003). The Effect of Peer Teaching on the Math Achievement and Sociability of Mathematically Retarded Children. Master's thesis, GINUE.)
8 이규명, 박은혜 (2000). 상호적인 또래교수가 수학장애 학생의 수학 성취도와 자아개념에 미치는 효과. 교육과정평가연구 3(1), 113-128. (Lee, G. M. & Park, E. H. (2000). The Effect of reciprocal Peer tutoring on Mathematics Academic achievement and Self-Concept in Mathematic Disabled Children. The Journal of Curriculum and Evaluation 3(1), 113-128.)
9 여현숙 (1992). 학업 우수아와 부진아 간의 Tutoring 학습이 학업성취 및 정의적 특성에 미치는 영향. 석사학위논문, 한국교원대학교. (Yuh, H. S. (1992). Effects of Tutoring Learning between Upper and Under-Achivement Elementary Student on Cognitive Learning and Affective Achivement. Master's thesis, KNUE.)
10 Houston-Wilson, C., Lieberman, L. J., Horton, M., & Kasser, S. (1997). Peer tutoring: A plan for instructing students of all abilities. Journal of Physical Education, Recreation & Dance 68(6), 39-44.
11 Johnson, D. W. & Johnson, R. T. (1989). Cooperative learning in mathematics education. In P. R. Trafton & A. P. Shulte (Eds), New directions for elementary school mathematics: 1989 Yearbook (pp.234-245). Reston, VA : National Council of Teachers of Mathematics.
12 Lane, K. S. (1997). An analysis of effects of peer tutoring on spelling in a second grade classroom. ERIC Document Reproduction Service No. ED 411 502.
13 Lazerson, D. B. (1980). I must be good if I can teach!: Peer tutoring with aggressive and withdrawn children. Journal of Learning Disabilities 13(3), 43-48.
14 NCTM (2000). Principles and Standards for School Mathematics. Reston, VA.: Author.
15 Luca, J., & Clarkson, B. (2002). Promoting generic learning skills through peer tutoring-A Case Study. In P. Barker & S. Rebelsky (Eds.), Ed-Media 2002: World Conference on Educational Multimedia, Hypermedia & Telecommunications (Vol. 2, pp. 1176-1181). Denver, Colorado: Association for the Advancement of Computing in Education.
16 Mercer, C. D. & Mercer, A. R. (1998). Teaching Students with Learning Problems (5th ed.). Columbus, Ohio: Merrill.
17 MacNair, R. M. (2000). Predictions on Possible Social Impacts of Posttraumatic Stress Disorder and Cognitive Dissonance as Structural Stressors. [On-line book]. Available at http://www.fnsa.org/apaw.
18 Ormrod, J. E. (1999). Human Learning (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
19 Scruggs, T. E. & Osguthorpe, R. T.(1986). Tutoring interventions with special education settings: A comparison of cross-age and peer tutoring. Psychology in the Schools 23, 187-193.   DOI
20 Slavin, R. E. (1990). Cooperative Learning: Theory, Research, and Practice. Englewood Cliffs, NJ: Prentice Hall.
21 Utley, C. A., Mortweet, S. L., & Greenwood, C. R. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children 25(9), 1-23.
22 U. S. Department of Education. (2001). Evidence That Tutoring Works. ERIC Document Reproduction Service No. ED 464 343.
23 Warger, C. L. (1991). Peer tutoring: When working together is better than working alone. Research & Resources on Special Education 30, ERIC Document Reproduction Service No. ED 345 459.
24 교육과학기술부 (2008). 중학교 교육과정 해설(III) - 수학, 과학, 기술.가정 -. 광주: 한솔사.(Ministry of Education, Science and Technology (2008). Commentary Middle School Curriculum(III) - Math, Science, Technology & Home Economics -. Gwangju: Hansolsa.)
25 Webb, N. M. (1987). Peer interaction and learning with computers. Computers in Human Behavior 3, 193-209.   DOI   ScienceOn
26 Wagner, L. (1990). Social and historical perspectives on peer teaching in education. In H. C. Foot, M. J. Morgan, & R. H. Shute (Eds.), Children Helping Children (pp. 21-42). New York: John Wiley & Sons.
27 경기도교육청 (2012). 2012년 경기도 교육과정. 경기도교육청, 고시 제 2012-36호.(Gyeonggi Provincial Office of Education (2012). 2012 Gyeonggi Curriculum., Notification No. 2012-36 of the GPOE.)
28 김경희, 김수진, 김남희, 박선용, 김지영, 박효희, 정송 (2008). 수학.과학 성취도 추이변화 국제비교 연구 -TIMSS 2007 결과보고서-한국교육과정평가원 연구보고 RRE 2008-3-3. (Kim, K., Kim, S., Kim, N., Park, S., Park, H., & Jung, S. (2008). Findings from Trends in International Mathematics and Science Study for Korea: TIMSS 2007 international report in Korea. RRE 2008-3-3, KICE.)
29 김성국 (2001). 토의식 수업을 적용한 수준별 소집단 협력학습이 학력신장에 미치는 영향, 한국학교수학회논문집, 4(1), 91-101. (Kim, S. K. (2001). The Influence of Debate Studies Through Small Group Activities in Ability Group to The Improvement of The Students' Learning Ability, Journal of the korean School Mathematics Society, 4(1), 91-101.)   과학기술학회마을
30 박윤주 (2010). 수학에 대한 도구적 동기 유발이 정의적 영역에 미치는 영향. 석사학위논문, 전남대학교. (Park, Y. J. (2010). The Effect of Instrumental Motivation in Mathematics on Affective Domain. Master's thesis, Chonnam National University.)
31 김수진, 김현경, 박지현, 진의남, 안윤경, 서지희, 이명진, 김지영 (2012). 수학.과학 성취도 추이변화 국제비교연구-TIMSS 2011 결과보고서-한국교육과정평가원 연구보고 RRE 2012-4-3. (Kim, S., Kim, H. K., Park, J. H, Jin, E. N., Ahn, Y. K., Seo, J. H., & Lee, M. J. (2012). Findings from Trends in International Mathematics and Science Study for Korea: TIMSS 2011 international report in Korea. RRE 2012-4-3, KICE.)
32 이미경, 손원숙, 노언경 (2007). PISA 2006 결과 분석 연구-과학적 소양, 읽기 소양, 수학적 소양 수준 및 배경 변인 분석. 한국교육과정평가원 연구보고 RRC 2007-1. (Lee, M. K., S, W., & No, U., K. (2007). The results from PISA 2006. RRE 2007-1, KICE.)
33 오양교 (1992). 동료교수학습과 개인학습이 학업성취 및 자아개념에 미치는 영향. 석사학위논문, 한국교원대학교. (Oh, Y. K. (1992). The Effects of Peer-Tutoring and Independent Study on Academic Achievements Self-Concepts. Master's thesis, KNUE.)
34 유근미, 김수연 (2010). 수학학습부진아의 또래교사 역할 경험이 분수연산능력 및 자아존중감에 미치는 영향. 특수교육 9(2), 31-49. (Yoo, G. & Kim, S. (2010). Effects of Peer Tutoring on Fractional Computation and Self-Esteem of Math Underachievers. Special Education Research 9(2), 31-49.)
35 이미경, 곽영순, 민경석, 채선희, 최성연, 최미숙, 나귀수(2004). PISA 2003 결과 분석 연구-수학적 소양, 읽기, 과학적 소양 수준 및 배경 변인 분석. 한국교육과정평가원 연구보고 RRE 2004-2-1. (Lee, M. K., Kwak, Y. S., Min, K. S., Chae, S. H., Choi, S. Y., Choi, M. S., & Na, G. S. (2004). The results from PISA 2003. RRE 2004-2-1, KICE.)
36 이은주 (2003). 또래교수 관련 논문 분석을 통한 통합교육현장에서의 또래교수의 효과적 활용방안 탐색. 특수아동교육 5(2), 63-80. (Lee, E. J. (2003). Literature Review on the Effectiveness of Peer-Related Teaching in Elementary Inclusive Classrooms. The Journal of Special Children Education 5(2), 63-80.)
37 이종희, 김수진 (2010). PISA 2003 결과에서 수학의 정의적 영역에 영향을 주는 변인 분석. 학교수학 12(2), 219-237. (Lee, C. H. & Kim, S. (2010). Analysis of Affective Factors on Mathematics Learning According to the Results of PISA 2003. School Mathematics 12(2), 219-237.)   과학기술학회마을
38 정보경 (2006). 상호적인 또래지도가 수준별 하반 학생들의 수학성취도에 미치는 효과: 일반계 고등학교 1학년 학생을 대상으로. 석사학위논문, 한국교원대학교. (Jeong, B. K. (2006). The Effects of Reciprocal Peer Tutoring on Mathematical Achievement in Low-Level Student of 10th Grade of the General High School. Master's thesis, KNUE.)
39 이주연 (2005). 수준별 문제학습지를 활용한 소집단 협동 학습이 학업 성취도 및 정의적 영역에 미치는 영향. 석사학위논문, 국민대학교. (Lee, J. Y. (2005). The Effects of Small Group Collaborative Learning Using Teaching Materials Depending on Lovelorn Scholastic Achievement and Affective Domain. Master's thesis, Kookmin University.)
40 이지수 (2004). 또래교수를 부가한 자기교시훈련이 학습 부진아의 수학성취도 및 자아존중감에 미치는 영향. 석사학위논문, 경인교육대학교. (Lee, J. S. (2004). The Effects of Self-instruction Training Combined with Peer Tutoring on Math Achievement and Self-respect of Students with Learning Problems. Master's thesis, GINUE.)
41 정미진, 권성룡 (2011). 또래교수가 또래교사의 수학적 성향과 수학적 의사소통능력에 미치는 영향. 학교수학 13(1), 127-153. (Jung, M. J. & Kwon, S. Y. (2011).(A Study on the Effects of the Peer Tutoring on Mathematical Inclination And Mathematical Communication Ability of Peer Tutors. School Mathematics 13(1), 127-153.)   과학기술학회마을
42 한정의 (2006). 릴레이식 또래교수가 수학학습부진아의 연산 능력 및 학습태도에 미치는 효과. 석사학위논문, 대구대학교. (Han, J. E. (2006). The Effects of Peer Tutoring in Relays on Operation Ability and Attitude of Underachieres in Mathematics. Master's thesis, Daegu University.)
43 한혜숙, 최계현 (2011). 중등 수학 교사들의 정의적 특성에 대한 인식과 수업 실태 분석, 한국학교수학회논문집 14(4), 491-518. (Han, H. & Choi, K. (2011). Secondary Mathematics Teachers' Recognition of the Affective Domain and Analysis of Condition in Mathematics Teaching. Korean School Mathematics Society 14(4), 491-518.)   과학기술학회마을
44 현복선 (2008). 상호적인 또래교수가 수학학습부진아의 학업성취도 및 자아존중감에 미치는 효과. 석사학위논문, 대구대학교. (Hyun, B. S. (2008). The Effects on Reciprocal Peer Tutoring on the Math Achievement and Self-Esteem of Slow Learners. Master's thesis, Daegu University.)
45 Allen, V. L. (1976). Children as Teachers: Theory and Research on Tutoring. New York: Academic Press.
46 Bargh, J. A., & Schul, Y. (1980). On the cognitive benefits of teaching. Journal of Education Psychology 72, 593-604.   DOI
47 Beirne-Smith, M. (1991). Peer tutoring in arithmetic for children with learning disablilities. Exceptional Children 57, 330-337.
48 Bloom, B. S. (1984). The search for methods of group instruction as one-to-one tutoring. Educational Leadership 41(8), 4-17.
49 Brady, N. C. (1997). The teaching game: A reciprocal peer tutoring program for preschool children. Education and Treatment of Children 20(2), 123-149.
50 Bolich, B. J. (2001). Peer tutoring and social behaviors: A review. International Journal of Special Education 16(2), 16-30.
51 Byrd, D. E. (1990). Peer tutoring with the learning disabled: A critical review. Journal of Educational Research 84(2), 115-118.   DOI
52 Calhoon, M. B. & Fuchs, L. S. (2003). The effects of peer-assisted learning strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. Remedial and Special Education 24, 235-245.   DOI
53 Cheng, Y. C. & Ku, H. Y. (2009). An investigation of the effects of reciprocal peer tutoring. Computers in Human Behavior 25(1), 40-49.   DOI   ScienceOn
54 Cook, S. B., Scruggs, T. E., Mastropieri, M. A., & Castro, G. C. (1985). Handicapped students as tutors. The Journal of Special Education, 483-492.
55 Fantuzzo, J. W., King, J. A., & Heller, L. R. (1992). Effects of reciprocal peer tutoring on mathematics and school adjustment: A Component analysis. Journal of Educational Psychology 84(3), 331-339.   DOI
56 Delquadri, J., Greenwood, C. R., Whorton, D., Carta, J. J., & Hall, R. V. (1986). ClassWide Peer Tutoring. Exceptional Children 52, 535-542.   DOI
57 Eggen, P. & Kauchak, D. (2001). Educational psychology: Windows on classrooms. New Jersey : Prentice Hall Inc.
58 Fantuzzo, J. W., Polite, K., & Grayson, N. (1990). An evaluation of reciprocal peer tutoring across elementary school setting. Journal of School Psychology 28, 309-324.   DOI   ScienceOn
59 Foot, H. C., Shute, R. H., Morgan M. J., & Barron, A. M. (1990). Theoretical issues in peer tutoring. In H. C. Morgan, M. J. Shute, & R. H. Shute (Eds.), Children Helping Children. (pp. 65-92). New York: John Wiley & Sons.
60 Franca, V. M., Kerr, M. M., Reitz, A. L., & Lambert, D. (1990). Peer tutoring among behaviorally disordered students: Academic and social benefits to tutor and tutee. Education and Treatment of Children 13, 109-128.
61 Gartner, A., & Riessman, F. (1993). Peer-Tutoring: Toward a New Model. ERIC Document Reproduction Service No. ED 362 506.
62 Gaustad, J. (1993). Peer and cross-age tutoring. Remedial and Special Education 18, 367-379.
63 Goodlad, S. & Hirst, B. (1989). Peer tutoring: A Guide to Learning by Teaching. New York: Nichols Publishing.
64 Greenwood, C. R., Dinwiddie, G., Terry, B., Wade, L., Stanley, S. O., Thibadeau, S., & Delquadri, J. C. (1984). Teacher-versus peer-mediated instruction : An ecobehavioral analysis of achievement outcomes. Journal of Applied Behavior Analysis 17(4), 521-538.   DOI   ScienceOn
65 Griffin, M. M. & Griffin, B. W. (1995). An investigation of the effects of reciprocal peer tutoring on achivement, self-efficacy and test anxiety. ERIC Document Reproduction Service No. ED 383 756.
66 Griffin, B. W. & Griffin, M. M. (1997). The effects of reciprocal peer tutoring on graduate student achivement, test anxiety and academic self-efficacy. The Journal of Experimental Education 65(3), 197-209.   DOI   ScienceOn
67 Harrison, G. V. (1976). Structured tutoring: Antidote for low achievement. In V. L. Allen(Ed.), Children as Teachers: Theory and Research on Tutoring(pp. 169-177). New York: Academic Press.
68 Bierman, K. L. & Furman, W. (1981). Effects of role and assignment rationale on attitude formed during peer tutoring. Journal of Educational Psychology, Fall, 73, 33-40.   DOI
69 Gagnon, A. W. & Conoley, J. C. (1997). Academic and curriculum interventions with aggressive youth. In A. P. Goldstein, & J. C. Conoley, School violence intervention: A Practical Handbook. New York: The Guilford Press.
70 Webb, N. M. (1982). Peer interaction and learning in cooperative small groups. Journal of Educational Psychology 74, 642-655.   DOI