An Action Research of Implementing Cross-Class Peer Tutoring in Mathematics Remedial Instruction in a Junior High School

• Main Authors: Shu-Fen Chien, 簡淑芬
• Other Authors: Chun-Ping Wu
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/79686298767540281129

碩士 === 淡江大學 === 教育科技學系碩士在職專班 === 101 === This research investigatedthe process and impact of integrating cross-class peer tutoring into mathematics remedial instruction in a junior high school. Specifically, this study aimed toexplore the process of implementing the cross-class peer tutoring, and to studyits impacts on students’ learning achievement in mathematics and their perception toward the value of the mathematics and the activities. Two-stage action research was conducted for three months. Twelve 8th gradestudents were recruited. Data was collected using observation and interviews. Additionally, participants’feedback on the activities, learning portfolios as well as their performance of school examinations were collected. The data were analyzed usingthe constant comparison method. The main results of this research were as followed：First, quality of peer interaction, a key to the success of implementing cross-class peer tutoring, is determined by selection of tutors and tutee training , and constant support and feedback offered by the instructor. Second, Cross-class peer tutoring enhanced tutee’s achievement; however, the positive effect on tutors’ achievement was not found. Finally, both of tutors and tutee perceived the value of the engaged activity in enhancing their abilities in solving math problems, reading comprehension, their motivation and learning willingness and learning habits.The study recommended that issues such as time allocated for the activities, matching the tutor with the tutees, should be taken in consideration.