| Summary: | 碩士 === 臺北市立大學 === 運動教育研究所 === 103 === Abstract
The purpose of this study was to compare the intrinsic motivation of trained peer tutoring and untrained peer tutoring by studying fourth-grade students in mini tennis. The method used was a quasi-experiment, which looked at two classes of fourth-grade students (26 students in the experimental group, 28 students in the control group, 54 in total) of elementary school in Wenshan District, Taipei City. One class served as the experimental group was given train peer tutoring (TPT); the other class served as the control group was given the untrained peer tutoring (UPT). After six weeks, two classes a week, 12 lessons in total of mini tennis class, the intrinsic motivation of students fill out before, in the middle and after the experiment were analyzed with one-way ANOVA with repeated measures to evaluate the progress of each group, and with ANCOVA to examine the difference in learning effectiveness of these two contrasting styles. According the results: (1) students of experimental group and control group demonstrated significant progress in intrinsic motivation. (2) both groups showed no significant difference in their effectiveness. For this result, although there are no significant difference between two group, but they showed UPT’s students that also enhance their intrinsic motivation same as TPT’s students. This study suggests that a future direction of studies would be adopting the other psychological variables or different teacher autonomy supported to investigate the situational motivation or learning process in peer tutoring.
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