- 期刊
Apply Reachable Grey Structural Modeling to Peer Tutoring
摘要
Talking about math teaching, junior high schools' math teachers have employed all kinds of teaching methods. In this study, Reachable Grey Structural Modeling (RGSM) was employed to examine whether peer tutoring was sufficient to improve students' learning achievements. Then, findings and recommendations were presented to math teachers and subsequent researchers for their reference. Following are the purposes of this study: (1) to examine the influence on math learning effects imposed by peer tutoring, and (2) to investigate the influence on math learning stability imposed by peer tutoring. In this study, RGSM was employed as research tool. Fifty-four students of two classes taught by the authors took part in this study as research subjects. Students of both classes took pretest after the authors taught them Pythagorean Theorem using traditional teaching method. Then, one class was chosen as experimental group. Experimental group was taught using peer tutoring method whereas control group was taught using traditional method. Students of both groups took posttest four weeks later. RGSM was employed to analyze test results. The analysis indicated that the experimental group's average score increased after peer tutoring was completed. According to stability analysis, peer tutoring enhanced students' learning stability whereas control group did not reveal significant improvement at all. Apparently, peer tutoring could improve math learning achievements significantly.