• Title/Summary/Keyword: peer tutoring

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The effects on academic achievement and satisfaction of the reciprocal peer tutoring in university calculus (대학 미분적분학에서 상호 동료 교수법이 학업성취도 및 학습만족도에 미치는 영향)

  • Choi, Wonyoung;Kim, Haekyung
    • The Mathematical Education
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    • v.53 no.2
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    • pp.263-274
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    • 2014
  • The purposes of the study are to investigate the effects on academic achievement and satisfaction of the reciprocal peer tutoring in university calculus. First, we classified the test group and the control group and then applied the reciprocal peer tutoring to the test group. According to results, the reciprocal peer tutoring is very effective in improving academic achievement. Second, the pre-survey and the post-survey were conducted to the test group. The survey contains five categories including 1) background of the participants, 2) learning objectives and expectation, 3) the intention of the continual learning Mathematics, 4) the individual self-efficacy, and 5) general Mathematics learning satisfaction. We found some facts from the difference between the pre and post surveys. The learning satisfaction has improved after the reciprocal peer tutoring in the test group. Even though this trend has not changed regardless of sex, high school levels and teaching understanding.

The Effect of Friendship-Based Peer Tutoring on the Achievement of Computer Literacy Instruction (급우 관계에 의한 짝 구성 동료 교수법이 컴퓨터 실기 수업의 학업성취도에 미치는 영향)

  • Park, Jae-Deuk;Kim, Min-Ki
    • The Journal of Korean Association of Computer Education
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    • v.9 no.6
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    • pp.1-10
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    • 2006
  • This study introduced a peer tutoring in computer education for the purpose of overcoming the individual differences. Two research problems were investigated. The first is to confirm the effect of the peer tutoring on academic achievement, and the second is to compare the effects of the peer tutoring under the two different pair composition: friendship-based vs ability-based. All of the students of three classrooms in a middle school were included in this experimental research. The results showed no significant difference between the peer tutoring and the teacher instruction. However, the peer tutored group showed higher achievements than the other group, so we could confirm the positive effect of the peer tutoring. At the beginning, the friendship-based pair group showed a significantly higher achievement than the ability-based pair group, but as times go on the friendship effect was gradually diminished.

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A Case Study on the Activity of Self-Initiated Learning of Computer Graphics Classes with Peer Tutoring (자기주도형 동료 튜터링을 활용한 컴퓨터 그래픽 수업의 학습 활동 사례 연구)

  • Park, Hea-sook
    • Journal of Digital Contents Society
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    • v.15 no.2
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    • pp.191-196
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    • 2014
  • In this study, new self-initiated peer tutoring is suggested to computer graphic's subject. Subject of computer graphics is practice based subject, therefore learning efficiency and learning level of students is different from each other. To improve the learning efficiency and enhance the interest of related subject, new peer tutoring activities was performed with main class in 6 months (including vacation). We analyzed the results of tutoring activities and conducted survey tutees. Results of the analysis and the survey were shown that students (tutees) are satisfied with and interested in the class of computer graphics.

The effects of peer tutoring on the mathematics learning achievements and affective domain by meta-analysis (메타분석을 통한 또래교수 수업이 수학 학업성취도와 정의적 영역에 미치는 효과)

  • Jo, Chang Ho;Choi, Song-Hee;Kim, Dong-Joong
    • The Mathematical Education
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    • v.60 no.1
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    • pp.41-59
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    • 2021
  • The purpose of this study is to synthesize a comprehensive and general conclusion about the effects of mathematics classes using peer tutoring on the cognitive (mathematics learning achievement) and affective domains. For this purpose, a total of 61 individual studies were meta-analyzed in this study to calculate the effect size, measuring the strength of the relationship between mathematics classes using peer tutoring and either the cognitive or affective domain. As a result of this study, it was confirmed that mathematics classes using peer tutoring generally have a medium effect size in both cognitive and affective domains. Also, it was found that level of school, type of student, learning location, class time, tutor education or prior training are significant variables that affect the impact of mathematics classes using peer tutoring on the cognitive and affective domains. These results suggest specific ideas on how to design and operate peer tutoring in school mathematics classes on the basis of different variables.

The Effects of Peer Tutoring on Students' Achievement and Learning Satisfaction in Liberal Computer Class in Univ. (대학 교양 컴퓨터 수업에서 동료교수법이 학업 성취도와 학습만족도에 미치는 효과)

  • Gu, Jung-Mo
    • Journal of Fisheries and Marine Sciences Education
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    • v.25 no.4
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    • pp.757-765
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    • 2013
  • The purpose of this study is to examine the effects of peer tutoring on students' achievement and learning satisfaction in a liberal computer class at university level. Traditional teaching method was applied for the control group consisting 55 students for 8 weeks. The experimental group containing 44 students was instructed using both traditional teaching method and peer tutoring. According to the results of diagnosed test, the experimental group was divided into heterogeneous ability group of 3 or 4. The tutor training was provided a week in advance of the class and the students played a role of a tutor and tutee by taking turns. The results showed no significant differences between the two groups on academic achievement; however, in terms of students' learning satisfaction, it displayed a wider range of results. The learning satisfaction data from the experimental group showed a much higher level than that of the control group. It is predicted that the amount of class hours of a week, the quality of the lecture and the application of peer tutoring affect the students' academic achievement. It is suggested that subsequent research on peer tutoring will allow for more in-depth study in this field.

Effects of Reciprocal Peer Tutoring on Academic Achievement and Satisfaction: Focused on Application Practices in Computer Operating System Lab Education (상호 동료 교수법이 학업성취도와 만족도에 미치는 영향에 관한 연구: 컴퓨터 운영체제 실습 수업 적용 방안을 중심으로)

  • Lee, Manhee
    • The Journal of Korean Association of Computer Education
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    • v.16 no.3
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    • pp.61-70
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    • 2013
  • In order to increase students' academic achievement effectively and at the same time to draw active participations from students during the computer lab, we applied the reciprocal peer tutoring education model. We focused on a short-term application of the reciprocal peer tutoring to computer operating system lab education with as little preparation as possible. 61 college students majoring in computer engineering participated in this research; half of them studied in the reciprocal peer tutoring setting, and rest of them did in the normal lab setting. Results show that students who participated in the reciprocal peering tutoring lab have higher academic achievement and better satisfaction on overall education and the class's professor. We hope that our method will be easily used in other universities' computer lab education.

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The Effect of Peer Tutoring and Learner Characteristics on Academic Achievement and Self-efficacy in Computer Education (컴퓨터 실습 수업에서 동료교수법과 학습자의 성향이 학업 성취도 및 자기효능감에 미치는 영향)

  • Heo, Heeok;Woo, Sun-ja;Kang, Eui-Sung
    • The Journal of Korean Association of Computer Education
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    • v.5 no.4
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    • pp.19-29
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    • 2002
  • This study focuses on applying the peer tutoring as an alternative instructional method in computer education. The purpose of this study is two folds: first, to examine the effect of peer tutoring on academic achievement; and second, to investigate the effect of peer tutoring on self-efficacy on learning about computer. To achieve the purpose, an experimental research was performed with 130 10th graders. The results showed no significant differences between the two groups on academic achievement, and among four groups of peer tutoring. However, there are significant differences on learners' self-efficacy.

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The Effects of Peer Tutoring and Feedback on Academic Learning in University Mathematics (동료 교수법과 교수자의 피드백이 수학 교과목의 학업에 미치는 영향)

  • Choi, Won-Young
    • Journal of Engineering Education Research
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    • v.21 no.1
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    • pp.37-43
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    • 2018
  • The purpose of this study is to investigate the effects of peer tutoring and feedback on academic learning in university mathematics. We compared subject satisfaction and academic achievement between the test group and the control group. We classified the test group(82 participants) and the control group(134 non-participants) and then applied peer tutoring and feedback to the test group. The rest of the environment was the same except for participation in the program. According to results, it was confirmed that the subject satisfaction were significantly higher(significance level .05) in the test group, where the subject satisfaction were learning objectives and expectation, learning satisfaction, and learning effect. Furthermore, in the change of academic achievement, the rate of decrease was lower and the rate of increase was higher in the test group than the control group. The satisfaction of participants was 4.33(Likert scale 5), and this trend tended to be same regardless of gender, high school course, or admission process.

Effect of Peer Tutoring on Core Basic Nursing Skills for Nursing Students (간호학생의 핵심기본간호술에 또래교수법(Peer Tutoring)이 미치는 효과)

  • Kim, Jeong-Soon
    • The Journal of the Korea Contents Association
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    • v.18 no.1
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    • pp.241-249
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    • 2018
  • Purpose: This study aim to test the effect of peer-tutoring program on the level of performance, confidence, learning satisfaction of nursing students in practicing core basic nursing skills. Methods: The subjects were 148 nursing students in C university from March to June 2016. The experimental group(n=75) taken in peer tutoring program and control group(n=73) learned the lecturer-guided practice. Results: In foley and nelaton catheterization, the score of performance, confidence and learning satisfaction of experiment group are higher than control group statistically. In PO medication, learning satisfaction of experiment group is higher than control group but performance and confidence are not different statistically. Conclusion: Using peer-tutoring program be effective for nursing students in improving the competency of core basic nursing skills partially and recommend to utilize for core nursing skills training.

Covariational Reasoning of Ninth Graders in Reciprocal Peer Tutoring Process (상호또래교수과정에서 나타나는 중학교 3학년 학생들의 공변 추론)

  • Gil, Seung Ho;Shin, Jaehong
    • Journal of the Korean School Mathematics Society
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    • v.23 no.3
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    • pp.323-349
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    • 2020
  • In this study, we conducted eight reciprocal peer tutoring classes where each student took either role of a tutor or a tutee to study covariational reasoning in ninth graders. Students were given the opportunity to teach their peers with their covariational reasoning as tutors, and at the same time to learn covariational reasoning as tutees. A heterogeneous group was formed so that scaffolding could be provided in the teaching and learning process. A total of eight reciprocal peer tutoring worksheets were collected: four quantitative graph type questions and four questions of the qualitative graph to the group. The results of the analysis are as follows. In reciprocal peer tutoring, students who experienced a higher level of covariational reasoning than their covariational reasoning level showed an improvement in covariational reasoning levels. In addition, students enhanced the completeness of reasoning by modifying or supplementing their own covariational reasoning. Minimal teacher intervention or high-level peer mediation seems to be needed for providing feedback on problem-solving results.