상호적인 또래교수가 수학학습부진아의 학업성취도 및 자아존중감에 미치는 영향 = The Effects on Reciprocal Peer Tutoring on the Math Achievement and Self-Esteem of Slow Learners

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the effect on reciprocal peer tutoring on the achievement and self-esteem of math slow learners. The subject in this study is 8 math slow learners in third and fourth grade. from "S" elementary school in Seogwipo city. The experimental students were participated in reciprocal peer tutoring program. The experiment period was conducted 20 sessions for 10 weeks, forty minutes at a time.
For the statistical analyses, pretest and posttest of the achievement and self-esteem are performed, analyzed the collected data of both test and produced average and standardized deviation of the points and then, t-test was utilized. The summary of this study was follow:
First, reciprocal peer tutoring had an effect on boosting achievement of math slow learners. It encouraged them to have a more affirmative and active learning attitude. Furthermore, it facilitated mutual understanding and enhanced their achievement by providing direct and individual feedback. As a consequence, they concentrated more on studies and their learning effectiveness increased.
Second, reciprocal peer tutoring gave a favorable impact on self-esteem of math slow learners. It enabled math slow learners who were lack of self-confidence and learning motivation to promote their math achievement trough interaction with peers in the processing of learning positively and have an positive thought on themselves. Thus, it could give a favorable impact on building the self-esteem of math slow learners.
In conclusion, reciprocal peer tutoring could be said to provide math slow learners with not only improving achievement, but also having an positive effect on the self-esteem. However, the short-term experiment made it difficult to maximize the effect of peer teaching, and since the subjects were confined to the third and fourth graders who lagged behind in math, the findings of the study might not be generalized. Follow-up research efforts need to examine a wider range of subjects on a long-term basis.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 2
• 3. 용어의 정의 = 3
• 4. 연구의 제한점 = 4
• Ⅱ. 이론적배경 = 5
• 1. 수학과 학습부진아의 이해 = 5
• 2. 또래교수학습의 이해 = 8
• 3. 자아존중감 = 13
• Ⅲ. 연구방법 = 17
• 1. 연구 대상 = 17
• 2. 연구 도구 = 18
• 3. 연구 설계 = 19
• 4. 연구 절차 = 20
• 5. 자료 처리 = 22
• Ⅳ. 연구 결과 및 논의 = 23
• 1. 학업성취도에 미치는 영향 = 23
• 2. 자아존중감에 미치는 영향 = 24
• Ⅴ. 결론 및 제언 = 26
• 1. 결론 = 26
• 2. 제언 = 26
• 참고문헌 = 28
• 영문초록 = 31
• 부록 = 33