A Study of the Effects on Reading Comprehension by Applying Networked Peer Support Policy for Primary School Students

• Main Authors: Chih-Chieh Chang, 張智傑
• Other Authors: Chien-I Lee
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/yhr2u9

碩士 === 國立臺南大學 === 數位學習科技學系數位學習科技碩士在職專班 === 103 === Improving students’ reading comprehension has been a very important educational issue for every country in recent years. In this environment, the tasks assigned to students for reading activities are becoming diverse. However, these activities may reduce students’ willingness to read instead of developing their true reading interests. Therefore, how to enhance students’ reading comprehension as well as reading interest is a currently serious problem for educational institutions. Owing to the popularity of wireless networks and mobile devices, applying networked peer assessment to improve reading comprehensive activities is becoming extensive. It also has positive influence on students’ learning attitude and group & self-efficacy. Nevertheless, many researches display that the process of peer assessment causes students’ learning anxiety because of too much pressure. Then, the quality of students’ review will be affected. Thus, this study proposes networked peer support policy which is different from previous networked peer assessment policy. It adopts the method to ask students’ to give one another positive feedback during the activity. Their objects are not limited to only single one anymore. Students have to share discussions in groups. By this way, it can increase students’ participation and reduce students’ pressure and anxiety. Simultaneously, using discussion replaces judgment, and positive encouragement substitutes for revise suggestion. It can also reduce competitive pressure among students and enhance interaction willingness and learning fun, and then increase the degree and depth of reading reflection. The participants of this study are 53 students in two fifth-grade classes. They attend networked peer learning activities for 6 weeks, 12 periods totally. The results show that using networked peer support policy is much better than using networked peer assessment in improving reading comprehension. Further, students who get medium-achievement in the pretest and belong to site-dependent cognitive style and administrative thinking style all have significant improvements in reading comprehension. Moreover, students give positive affirmation of learning attitude for networked peer support after engaging in networked peer support and networked peer assessment activities.