Effects of a High School Peer-Tutoring Program on the Quality of Students’ Interactions and Learning Strategy Use

• FUKAYA TATSUSHI

  GUNMA UNIVERSITY

• UESAKA YURI

  THE UNIVERSITY OF TOKYO

• TANAKA ETSUKO

  NAGOYA UNIVERSITY

• SHINOGAYA KEITA

  NIHON UNIVERSITY

• NISHIO SHIN’ICHI

  HONJO HIGH SCHOOL

• ICHIKAWA SHIN’ICHI

  THE UNIVERSITY OF TOKYO

Bibliographic Information

Other Title

• 高等学校における教えあい講座の実践
• 高等学校における教えあい講座の実践 : 教えあいの質と学習方略に対する効果
• コウトウ ガッコウ ニ オケル オシエアイ コウザ ノ ジッセン : オシエアイ ノ シツ ト ガクシュウ ホウリャク ニ タイスル コウカ
• ―― 教えあいの質と学習方略に対する効果 ――

Abstract

  Peer tutoring may promote not only deeper comprehension of subjects, but also everyday use of more effective learning strategies.  The purpose of the present study was to develop a peer-tutoring program and evaluate its effects on the quality of peer-tutoring interactions and students’ learning strategy use.  A preliminary program was implemented in 1 high school during the 2010 academic year.  Although it was emphasized that the goal of peer tutoring is to deepen the understanding of both the tutor and the tutee, and instructions were provided on skills needed for peer tutoring, the student participants’ questions and explanations tended to be superficial, and the tutors rarely checked their tutees’ understanding of the tutors’ explanations.  It is possible that these problems were caused by the students’ “instruction-learning schema”, which could have portrayed the view that “tutors teach fragments of knowledge or procedural solutions through one-way instruction”.  On the basis of that hypothesis, a new program was developed that aimed to change students’ schema into “tutors teach the relations between knowledge components interactively with their tutees”.  During the 2012 academic year, 8 classes of public high school students (n=320) participated in the new program, which consisted of 6 one-hour sessions of lectures and peer tutoring.  Analysis of the students’ interactions revealed that the students asked and explained the relationships between knowledge components, and their comprehension test scores improved.  In addition, the students’ daily use of effective learning strategies, such as an explanation strategy, increased after they experienced the program.

Journal

• The Japanese Journal of Educational Psychology

  The Japanese Journal of Educational Psychology 64 (1), 88-104, 2016

  The Japanese Association of Educational Psychology

Keywords

• peer tutoring
• explanation strategy
• autonomous help-seeking
• instruction-learning schema
• language activity

Details

• CRID: 1390282679762800256
• NII Article ID: 130005144096
• NII Book ID: AN00345837
• DOI: 10.5926/jjep.64.88
• ISSN: 21863075
• ISSN: 00215015
• NDL BIB ID: 027241659
• Web Site: https://ndlsearch.ndl.go.jp/books/R000000004-I027241659
• Web Site: https://www.jstage.jst.go.jp/article/jjep/64/1/64_88/_pdf
• Text Lang: ja
• Data Source:
  • JaLC
  • NDL
  • Crossref
  • CiNii Articles
  • KAKEN
• Abstract License Flag: Disallowed