• Title/Summary/Keyword: 일대일 또래교수

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The Impact of Peer Tutoring Teaching Method in Various Kinds of Groups on High School Students's Learning Achievement and Learning Attitude in Mathematics (집단구성유형에 따른 또래교수가 고등학생들의 수학교과 학업성취도와 학습태도에 미치는 영향)

  • Baek, Jung-Eun;Kwean, Hyuk-Jin
    • Journal of the Korean School Mathematics Society
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    • v.10 no.4
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    • pp.487-504
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    • 2007
  • Although there was an introduction of the class with in mind learner's individual learning ability as a method improving problems of the class which consists of students with various kinds of levels, it was a burden to both teacher and students because of many realistic problems. In this paper, we investigate the efficiency of peer tutoring teaching method which is the one that students having a superior ability for learning become peer tutors and they teach other peer tutee under the teacher's guidance and supervision. After we apply the class-wide peer tutoring to some sophomore classes, we obtain that this teaching method affects positively the students's learning achievement and learning attitude in mathematics class. In particular, we obtain that the peer tutoring is more effective in three to one group than in one to one group.

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Comparing Two Peer Tutoring Methods in the Mathematics Classroom: Design and Implementation Research (고등학교 수학 교실의 또래교수 설계 및 실행 비교 연구)

  • Cho, Ahra;Min, Kyung Chan;Lim, Woong
    • Communications of Mathematical Education
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    • v.34 no.2
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    • pp.179-200
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    • 2020
  • The study investigates how two different methods of peer tutoring impact academic achievement and student affect in a high school mathematics class. The two methods include the one-on-one non-reciprocal peer tutoring and the one-on-four interactive peer-tutoring method. We looked into students' cognitive gains and their affect toward mathematics after students had experienced peer tutoring for six weeks. Further, we analyzed student responses in a survey about peer tutoring activities. A finding is that the two methods produced no statistically significant difference in both cognitive gains and student affect toward mathematics. As students expressed views about their peer tutoring experiences, their comments, however, revealed the multifaceted aspects of peer tutoring in the classroom setting. In turn, this supports the use of diverse peer tutoring methods especially when the teacher makes incremental changes in teaching practices to improve student learning. Findings also indicate that appropriate peer tutoring experiences have the potential to create intellectually safe learning environments with high student engagement. This underscores the benefit of designing and implementing diverse peer tutoring methods that are effective in engaging students in learning and increasing the opportunity to learn and create knowledge with peers.

Effects of One-to-Many Tutoring Mathematics Cooperative Learning on the Cognitive and Affective Domains of High School Students (일대다 튜토링 수학 협동학습이 고등학생의 인지적·정의적 영역에 미치는 영향)

  • Yoo, Ki Jong
    • Communications of Mathematical Education
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    • v.34 no.2
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    • pp.161-177
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    • 2020
  • This study constructed an experiment group and a comparative group, composed of high school students preparing for "Na" type math exam and provided one-to-many tutoring cooperative learning. This study tested the differences between group and between pre- and post-treatment scores by group using non-parametric statistics techniques. Moreover, this study conducted an open-type survey twice and had individual interviews to examine the affective domains of students. The difference in scores between the experimental group and the comparative group was not significant. However, the difference between pre- and post-treatment math scores was only significant in the experiment group among the three groups. Additionally, the student-teacher could reflect on him or her and improve self-efficacy while teaching other ordinary students. The ordinary students were more interested and motivated in the lessons and became more confident. In terms of mathematics competency, we could see that communication, problem-solving, reasoning, and attitude & practice were improved.