同儕教導學習策略對學生學習成就與情意態度影響之後設分析

Meta-analysis of Peer-Tutoring Instruction on Students’ Learning Achievement and Learning Attitude

本研究之目的在運用後設分析法(meta-analysis)，對「同儕教導」過去所做過的實驗研究資料，做量化的分析，以瞭解它對學生的「學習成就」、「情意態度」的影響分別為何。本研究使用電腦資料庫檢索、溯洄法，以及相關期刊回顧等方式，蒐集到24篇同儕教導之實徵性研究，再依Hedges與Olkin(1985) 後設分析的技術來計算平均效果量d值。最後，將資料以電腦Excel及SPSS進行分析。研究結果顯示：同儕教導學習策略對學生的「學習成就」、「情意態度」均有正向的影響。在「學習成就」的平均效果量d值為0.56，以Cohen的標準而言，強度為中等程度；在「情意態度」的平均效果量d值為0.74，以Cohen的標準來說，強度偏向高等程度。綜觀本文的結果，同儕教導學習策略對學生的學習而言具有正向影響，且具有特定的效果，但是否適合作為課堂主要學習方式，教師仍需權衡各種措施及環境支援後，再做決定。

The purpose of this research was to investigate the influences of peer-tutoring instruction on students’ learning achievement and learning attitude through meta-analysis. Related searches of theses ,dissertations , and journals of experimental research were taken from national library－and electronic databases. Twenty-four experimental studies met the criteria. The effect sizes were calculated with Hedges and Olkin’s (1985) procedures, and analyzed by Microsoft EXCEL and SPSS. The results of the analyses revealed that peer-tutoring instruction had a positive effect on students’ learning achievement and learning attitude. As for the influence of peer-tutoring instruction on students’ learning achievement ,the effect size was d=0.56,which reached moderate effect.For learning attitude the effect siaze was d=0.74, which almost reached high effect.
In summary, there were positive effects on the learning achievements of the peer-tutoring instruction.Whether or not peer-tutoring instruction wassuitable for the main learning strategy in inclusive education, it depended on students’ demands and environmental support.