| Summary: | 碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 106 === The purpose of this study was to explore the effects of Peer Tutoring Application on Chinese learning for elementary students with learning disabilities. The A-B-A’ method of single-subject research design was adopted in this study. Two fourth-grade students with learning disabilities participated in the study.
The research process included three stages: (A) Baseline phase: Students’ Chinese learning proficiency and mid-term grades were collected before intervention. The Curriculum-Based Assessment tests and Learning Motivation Scale were used as the pre-tests. (B)Intervention phase: The teaching intervention was implemented for eight weeks. Two subjects used tablet computer individually to interact using Peer Tutoring Application. They can peer-tutor each other online by scoring, mistake correction and encouragement. A Curriculum-Based Assessment (CBA) test was implemented every week during this stage. (A’) Follow-up phase: After the intervention, the Curriculum-Based Assessment test and Chinese Learning Motivation Scale were implemented as post-test. Two subject and the teacher participated in the study were semi-structured interviewed. The study results were as follows:
1. Case A performed much more progress in Chinese learning on the Chinese Achievement test . Case B did not performed the improvement. However, they both made progress in their correct rate for Chinese characters and phrases.
2. Students’ total scores of the CBA tests were higher during the teaching intervention than the baseline. The visual analysis and C statistics indicated the Case A performed significantly improvement on the CBA tests from the baseline phase to intervention phase (Z＝2.26，p<.05. The results of the analysis for Case B did not showed the significantly difference on CBA tests between the baseline and the intervention phase. Neither of the subjects reached the standard on their performances from teaching intervention to maintenance which means the learning effectiveness is noticeable. Among each subtests of the CBA tests, the scores of two subjects performed the positive progresses during teaching intervention. Case A made the more progress on “new vocabulary” and case B showed progress on “building phrase” subtests. After the Follow-up phase, students performed the learning effectiveness on “new vocabulary” and he “building phrase.”
3. Students’ scores of post-test on Learning Motivation Scale were higher than the pre-test, especially on intrinsic motivation.
4. According to the results of interview, the students showed the positive comments on Peer tutoring Application. The Teacher indicated this application could enhance Chinese learning by facilitating children’s online interactions with peers.
In conclusions, two subjects showed different effectiveness on Chinese learning, especially for case A. Peer Tutoring Application increased the students’ motivation on Chinese learning. Therefore, this study supported using Peer Tutoring Application to increase students’ learning effectiveness and motivation.
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