Effects of Peer Tutoring on Math Learning Efficiency and Self Efficacy of Low Achievement Students in Junior High School

• Main Authors: Chien-Rong Luo, 羅健榮
• Other Authors: Wei-Te Liu
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/56438947151233501053

碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 94 === The purpose of this study aims at exploring the effects of peer tutoring on math learning efficiency and self -efficacy of low achievement students in junior high schools. The research targets were fourteen 1st grade students in a high school in Chiayi County. Seven of the students were the tutors, and the others were learners. Eight weeks of Peer-tutoring tactics were conducted with Single Subject A-B-A Experimental Design. The research instrument included “ Unit Math Quiz,” “the Math Self-efficacy Scale,” “Peer tutors interview outline,” and “Math Low Achievement Students interview outline.” Research data were analyzed through Visual Analysis, One Sample T-test, Wilcoxon Signed-ranks Test, and Pearson’s Product-moment Correlation. The major findings of the research were as followed: 1. After the intervention of peer tutoring, low achievement students’ instant learning and retentive learning efficacy were found in obvious progress. The lowest 10 percent in the class showed most efficient. 2. After the intervention of peer tutoring, the tutors were found to regress in learning efficacy. The best 10 percent in the class were in the most unfavorable. 3. After the intervention of peer tutoring, the students’ scores were in great progress on the math self-efficacy scale of adeptness learning, goal accomplishment, and physiology and motion. 4. Peer tutoring was identified and approved by both the tutors and the low achievement students. Based on the findings above, conclusions and suggestions were made for the reference of future research.