• Journal of The Korean Society of Integrative Medicine
• /
• v.9 no.2
• /
• pp.193-203
• /
• 2021

Purpose : This study aims to identify the effects of peer tutoring on the peer group caring interaction, interpersonal competence, and academic self-efficacy of nursing college students and to use them for practical education. Methods : The participants comprised 33 nursing students who lived in Gyeong-nam Province. Data were collected from February 1 to May 1, 2019. The PGCIS -K Questionnaire, Interpersonal Competence Questionnaire, and Academic Self-efficacy Questionnaire were used. Data were analyzed by average, standard deviation, minimum, maximum, and Wilcoxon signed rank test using SPSS version 23.0. Results : A significant difference was found in the data obtained from the Interpersonal Competence Questionnaire (z=-2.13, p<.03) but not from the PGCIS-K Questionnaire of the research subjects who participated in peer tutoring (z=-.89, p<.37) and from the Academic Self-efficacy Questionnaire (z=-.78, p<.43). Furthermore, their interpersonal competence significantly increased after the peer tutoring program. Conclusion : This study developed a peer tutoring program for nursing students and applied it to basic nursing practice classes to verify its effect on peer group caring interaction, interpersonal competence, and academic self-efficacy. The subjects improved their peer group caring interaction and interpersonal competence through peer tutoring. Peer tutoring also showed an effect on interpersonal competence.

• Journal of the Korean School Mathematics Society
• /
• v.18 no.3
• /
• pp.281-309
• /
• 2015

The purpose of this study is provides an implication of further teaching learning process by analyze the common and difference and characteristic of mathematical self-efficiency between three peer tutoring groups discourse in the mathematical teaching leaning process that use peer tutoring. To achieve this goal, three groups formed that consist of one peer tutor who received a first grade of mathematic achievement and one peer student. Peer student of each group is divided into high grade, middle grade, low grade of mathematic achievement. Then analyze the discourse in the exponential function problem solving process. Based on the results of study, this paper provides a concrete example of merit of peer tutoring on the peer tutor. Result of study also provides a practical help to make a peer tutoring group by considering a difference of grades between peer tutor and peer student. Because there is a possibility of mutual discourse on the tutoring group that consist of similar grades.

• Journal of the Korean School Mathematics Society
• /
• v.10 no.4
• /
• pp.487-504
• /
• 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.

• School Mathematics
• /
• v.13 no.1
• /
• pp.127-153
• /
• 2011

The purpose of this study was to investigate the effect of peer tutoring on mathematical inclination and mathematical communication ability of peer tutor. For the purpose of this study, research questions were established as follows: 1. How does peer tutoring affect to the mathematical inclination of peer tutors? 2. How does peer tutoring affect to the mathematical communication ability of peer tutors? To answer the research questions, four 5th grade peer tutors were selected for qualitative case study in an elementary school located in Goyang-si, Gyeonggi-do. Before and after 11 weeks of peer tutoring in their mathematics classes, mathematical inclination, mathematical communication ability of peer tutors were examined. For qualitative analysis, peer tutors were asked to complete worksheets, self-evaluation, journal for their peer tutoring in daily basis during the experiment. By comparing the scores in mathematical inclination test and mathematical communication test before and after the treatment and analyzing the data gathered for qualitative analysis, the conclusions were drawn as follows: First, Peer tutoring has positive effects on the mathematical inclination of peer tutors. Scores for mathematical inclination of peer tutors after the treatment increased and qualitative analysis showed positive change in their attitude toward mathematics. Second, Peer tutoring has positive effects on the mathematical communication ability of peer tutors. Scores in the performance assessment for mathematical communication ability of peer tutors after the treatment increased. Also qualitative analysis showed that peer tutors tried to develop various ways to solve a problem and explained them to their peer tutee sophisticatedly.

• Communications of Mathematical Education
• /
• v.34 no.2
• /
• pp.179-200
• /
• 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.

• English Language & Literature Teaching
• /
• v.17 no.4
• /
• pp.23-47
• /
• 2011

This study investigates the effect of peer tutoring and peer tutor training program on Korean university students' EFL writing. Six tutors and twelve tutees have participated in the experiment. The tutors were divided into untrained and trained groups each of which was assigned to teach six tutees. The three peer tutors in the experimental group received training on how to give peer tutoring. After the pre-test, the tutees wrote series of drafts on three topics and received written feedback from their peer tutors via email. The results of the post-test showed improvement in writing scores in both groups. The tutees in the trained peer tutor group, however, showed much greater improvement. Their improvement was also more consistent, and the score differences between the two groups increased over time. Analysis of the peer tutors' written feedback indicated that the trained tutors focused more on the higher order concerns in writing than the untrained ones did. In the questionnaire all tutees responded positively to the peer tutoring experience. The results indicate that peer tutor training programs may have beneficial effects on Korean university students' writing abilities especially in the elements of higher order concerns.

• 한국HCI학회:학술대회논문집
• /
• 2006.02a
• /
• pp.945-953
• /
• 2006

The researchers in the field of cognitive science and learning science suggest that the teaching activity induces the elaborative and meaningful learning. Actually, lots of research findings have shown the beneficial effect of learning by teaching such as peer tutoring. But peer tutoring has some limitations in the practical learning context. To overcome some limitations, the new concept of "learning by teaching" through the agent called Teachable Agent. The teachable agent is a modified version of traditional intelligent tutoring system that assigns a role of tutor to teach the agent. The teachable agent monitors individual difference and provides a student with a chance for deep learning and motivation to learn by allowing them to play an active role in the process of learning. That is, The teaching activity induces the elaborative and meaningful learning. This study compared the effects of our teachable agent, KORI, and peer tutoring on the cognition and motivation. The field experiment was conducted to examine whether learning by teaching the teachable agent would be more effective than peer tutoring and reading condition. In the experiment, all participants took 30 minutes lesson on rock and rock cycle together to acquire the base knowledge in the domain. After the lesson, participants were randomly assigned to one of the three experimental conditions; reading condition, peer tutoring condition, and teachable agent condition. Next, participants of each condition moved into separated place and performed their own learning activity. After finishing all of the learning activities in each condition, all participants were instructed to rate the interestingness using a 5-point scale on their own learning activity and leaning material, and were given the comprehension test. The results indicated that the teachable agent condition and the peer tutoring condition showed more interests in the learning than the reading condition. It is suggested that teachable agent has more advantages in overcoming the several practical limitations of peer tutoring such as restrictions in time and place, tutor's cognitive burden, unnecessary interaction during peer tutoring. The applicability and prospects of the teachable agent as an efficient substitute for peer tutoring and traditional intelligent tutoring system were also discussed.

• Korean Medical Education Review
• /
• v.14 no.2
• /
• pp.86-94
• /
• 2012

This study was conducted to analyze the effects of peer tutoring programs and to introduce the peer tutoring program in medical College. Forty medical students participated in the study and data were collected through surveys and interviews. Through the interviews, we investigated the peer tutoring experiences of tutors and tutees, and what they perceived that they accomplished. Correlation analysis was conducted to investigate the tutoring process variables that affect the academic achievement of tutees. It was found that tutors and tutees reported achievements in the schoolwork, relationships, and emotional aspects.

• The Journal of Korean Association of Computer Education
• /
• v.7 no.4
• /
• pp.111-120
• /
• 2004

The purpose of this study is to investigate the effects of peer tutoring on academic achievement and peer relationship in computer programming. It was assumed that peer tutoring as an alternative teaching method can positively affect to enhance learners' learning achievement and to develop a closer relationship among learners. To achieve the purpose, an experimental research was performed with 50 10th graders. The results showed positive effects of peer tutoring on academic achievement and peer relationship.

• The Mathematical Education
• /
• v.52 no.3
• /
• pp.423-442
• /
• 2013

The purpose of the study was to examine the effects of the reciprocal peer tutoring in high school students' affective characteristics with respect to mathematics. The study was conducted with 111 first graders in one high school located in Gyeonggi-do, and the study lasted for 1 year in regular mathematics classrooms. According to the results, reciprocal peer tutoring was very effective in improving students' interest and self-efficacy toward mathematics and reducing mathematics anxiety. Especially, in high and low performing student groups, there were statistically significant improvements in affective factors such as interest, self-efficacy toward mathematics, and mathematics anxiety after reciprocal peer tutoring. However, average performing student group showed statistically significant improvements in affective factors of interest and self-efficacy toward mathematics.