동료 교수법과 교수자의 피드백이 수학 교과목의 학업에 미치는 영향

Abstract

The purpose of this study is to investigate the effects of peer tutoring and feedback on academic learning in university mathematics. We compared subject satisfaction and academic achievement between the test group and the control group. We classified the testgroup(82 participants) and the control group(134 non-participants) and then applied peer tutoring and feedback to the test group. Therest of the environment was the same except for participation in the program. According to results, it was confirmed that the subjectsatisfaction were significantly higher(significance level .05) in the test group, where the subject satisfaction were learning objectivesand expectation, learning satisfaction, and learning effect. Furthermore, in the change of academic achievement, the rate of decreasewas lower and the rate of increase was higher in the test group than the control group. The satisfaction of participants was 4.33(Likertscale 5), and this trend tended to be same regardless of gender, high school course, or admission process.