| Summary: | 碩士 === 國立臺中教育大學 === 課程與教學研究所 === 99 === The purpose of this study was not only to explore the effects of adopting the Peer-Assisted Learning Strategies on social studies learning achievement and motivation among the forth-grade students, but also to develop a model of three learning activities in Peer-Assisted Learning Strategies in social studies.
The design of quasi-experimental method was adopted. Two classes of the forth-grade students from an elementary school in Taichung city, amounts to 62 objects of this study, were randomly assigned to the experimental group and the control group. The teacher in the experimental group implemented Peer-Assisted Learning Strategies in social studies class, while the control group using the traditional didactic instruction for nine weeks. Before and after the treatment, the experimental group was tested on the social studies achievement and the questionnaire of motivation in learning social studies. The curriculum-based assessments were implemented after learning every unit of social studies textbook. The results of this study were analyzed with covariance and one-way ANOVA.
The followings were the main findings of this study:
1. Using three learning activities including oral reading in pairs, communicating and discussing, and textbook summarizing in the Peer-Assisted Learning Strategies in social studies was a teaching model to enhance students’ social studies learning achievement and increase students’ social studies learning motivation.
2. The Peer-Assisted Learning Strategies conducted in social studies could help students elevate their social studies learning achievement. Besides, their scores on the Curriculum-Based Assessments had gradually improved.
3. The Peer-Assisted Learning Strategies conducted in social studies could help students elevate their social studies learning motivation, while the traditional didactic instruction could make students decrease their social studies learning motivation.
4. Some difficulties such as improper grouping, teaching behind schedule, making noise, some students giving up without trying to answer questions, and the incompletely standardized answers arose from implementing the Peer-Assisted Learning Strategies in social studies teaching. Some suggestions such as considering students’ language ability for grouping, teaching in elastic activity classes, using reward systems, reviewing and providing learning models, and grading according to the titles were given to solve the difficulties.
Finally, according to results of this study, the researcher provided several suggestions for social studies teaching and future research.
Keywords: Peer-Assisted Learning Strategies, social studies
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