• Title/Summary/Keyword: Peer group

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Effects of Instruction with Leveled Reciprocal Peer Tutoring Activities on Academic Achievement and Math Attitudes (수준별 상호또래교수 활동을 적용한 수업이 수학학업성취도 및 수학적 태도에 미치는 영향)

  • An, Jong Su
    • Communications of Mathematical Education
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    • v.37 no.3
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    • pp.393-417
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    • 2023
  • The necessity of this study was to improve academic achievement and math attitudes through leveled reciprocal peer learning, and the specific purpose was as follows. First, each unit seeks to select learning methods and contents for each level of class for reciprocal peer learning, second, develop activity sites for each level through curriculum analysis, and third, improve academic achievement and math attitudes through classes that apply reciprocal peer learning activities. The study was conducted on 60 second graders of 00 High School in 00 Metropolitan City. Two classes were selected for the midterm exam results for the first semester of the second grade. Class 1 was divided into the experimental group and the other class 1 was divided into the comparative group, and 13 classes were conducted for about 2 months from May 1 to July 4, 2020. The experimental group (30 students) was a class that applied leveled reciprocal peer learning activities, and the comparative group (30 students) was a class that was taught based on traditional textbooks. As a result of this study, first, in this study, it was possible to improve academic achievement and math attitudes by setting learning contents for each unit and applying reciprocal peer learning activities for each level. Second, the experimental group taught by applying leveled reciprocal peer learning activities was effective in academic achievement and math attitudes compared to the comparative group taught based on traditional textbooks to students in the upper, middle, and lower groups. Third, in the class applying leveled reciprocal peer learning activities, low-level students who were neglected in math classes were also interested in the class and actively participated in it, showing improvement.

The Effect of Friendship-Based Peer Tutoring on the Achievement of Computer Literacy Instruction (급우 관계에 의한 짝 구성 동료 교수법이 컴퓨터 실기 수업의 학업성취도에 미치는 영향)

  • Park, Jae-Deuk;Kim, Min-Ki
    • The Journal of Korean Association of Computer Education
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    • v.9 no.6
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    • pp.1-10
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    • 2006
  • This study introduced a peer tutoring in computer education for the purpose of overcoming the individual differences. Two research problems were investigated. The first is to confirm the effect of the peer tutoring on academic achievement, and the second is to compare the effects of the peer tutoring under the two different pair composition: friendship-based vs ability-based. All of the students of three classrooms in a middle school were included in this experimental research. The results showed no significant difference between the peer tutoring and the teacher instruction. However, the peer tutored group showed higher achievements than the other group, so we could confirm the positive effect of the peer tutoring. At the beginning, the friendship-based pair group showed a significantly higher achievement than the ability-based pair group, but as times go on the friendship effect was gradually diminished.

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Ecological Variables on Children's Emotional Intelligence (아동의 정서지능에 관련된 생태학적 변인 연구)

  • Jang, Mi-Seon;Moon, Hyuk-Jun
    • Journal of the Korean Home Economics Association
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    • v.44 no.4 s.218
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    • pp.11-21
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    • 2006
  • The purpose of this study was to identify the ecological variables related with children's emotional intelligence, examine their recognition of all the variables affecting their emotional intelligence and classify the variables into the categories of children (gender, grade, self-efficacy), home environment (employed mother or unemployed mother, communication between parents and child, type of family composition, number of siblings), and peer group environment (peer group). The study subjects were 680 elementary school students. Data were analyzed via t-test, F-test, correlation, and multiple regression. The results of this study were as follows. First, emotional intelligence showed significant difference and relationship among the children variables, home environment variables, and peer group environment variable. (Ed- also note the absence of 'fourth' above) Second, emotional intelligence in children was relatively reviewed by the above three variables and the most affecting variable was self-efficacy in children.

The Impact of Peer Tutoring Teaching Method in Various Kinds of Groups on High School Students's Learning Achievement and Learning Attitude in Mathematics (집단구성유형에 따른 또래교수가 고등학생들의 수학교과 학업성취도와 학습태도에 미치는 영향)

  • Baek, Jung-Eun;Kwean, Hyuk-Jin
    • Journal of the Korean School Mathematics Society
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    • v.10 no.4
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    • pp.487-504
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    • 2007
  • Although there was an introduction of the class with in mind learner's individual learning ability as a method improving problems of the class which consists of students with various kinds of levels, it was a burden to both teacher and students because of many realistic problems. In this paper, we investigate the efficiency of peer tutoring teaching method which is the one that students having a superior ability for learning become peer tutors and they teach other peer tutee under the teacher's guidance and supervision. After we apply the class-wide peer tutoring to some sophomore classes, we obtain that this teaching method affects positively the students's learning achievement and learning attitude in mathematics class. In particular, we obtain that the peer tutoring is more effective in three to one group than in one to one group.

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Effect of School-based Peer Leader Centered Smoking Prevention Program (학교기반 또래지도자 중심의 흡연예방교육 프로그램의 효과)

  • Shin, Sung Rae;Oh, Pok Ja;Youn, Hye Kyung;Shin, Sun Hwa
    • Journal of Korean Academy of Nursing
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    • v.44 no.6
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    • pp.649-659
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    • 2014
  • Purpose: The purpose of this study was to develop and evaluate a school-based peer leader centered smoking prevention program. Methods: Non-equivalent control group with a pre/post-test design was used. Students (n=174) in two boys' junior high schools located in D city, Korea participated with 85 being selected for the experimental group and 89 for the control group. Five sessions were given to the experimental group and a 50 minute lecture to the control group. Knowledge, attitude, nonsmoking intention, and nonsmoking efficacy were measured for the both experimental and control group at two weeks before the program and one month after the program was completed. Data were analyzed using ${\chi}^2$-test, Fisher's exact test, independent t-test and paired t-test with the SPSS 21.0 program. Results: The experimental group showed higher overall knowledge, negative attitude toward smoking, and higher non-smoking intention and efficacy. After receiving the school based peer leader centered smoking prevention program scores for attitude toward smoking and nonsmoking efficacy increased in the experimental group were higher than in the control group. Conclusion: The school-based peer leader centered smoking prevention program needs longitudinal evaluation, but from this study, there is an indication that this program can be used with junior high school students and effectively change students' attitude toward smoking and promote nonsmoking efficacy.

Elementary School Children's Self-Concept and School Life Adjustment according to Attachment Types of Parents, Teachers and Peers (초등학생의 부모·교사·또래 애착 유형별 자아개념 및 학교생활적응)

  • Kim, Bun;Choi, Youn-Shil
    • Journal of the Korean Home Economics Association
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    • v.50 no.1
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    • pp.1-13
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    • 2012
  • The purpose of this research is to explore the self-concept and school life adjustment based on group classification of attachment types with parents, teachers and peer groups among 6th grade students at elementary schools. The findings suggest that attachment is highest with one's mothers, followed by peer groups, fathers and teachers. This is in accordance with the overall tendencies of children to be attached to their parents, teachers, peer groups, according to their self-concept and school life adjustment. In addition, the tendency of attachment with parents, teachers, and peer groups according to gender is not meaningful except for peer-group affection between boys and girls. Furthermore, an integrated attachment type is ranked highest, followed by parents attachment type, peer attachment type, and unstable attachment type, in order based on cluster analysis. Finally, each attachment group among students showed meaningful differences in socio-demographic variables, self-concept, and school life adjustment.

Effect of Peer Tutoring on Core Basic Nursing Skills for Nursing Students (간호학생의 핵심기본간호술에 또래교수법(Peer Tutoring)이 미치는 효과)

  • Kim, Jeong-Soon
    • The Journal of the Korea Contents Association
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    • v.18 no.1
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    • pp.241-249
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    • 2018
  • Purpose: This study aim to test the effect of peer-tutoring program on the level of performance, confidence, learning satisfaction of nursing students in practicing core basic nursing skills. Methods: The subjects were 148 nursing students in C university from March to June 2016. The experimental group(n=75) taken in peer tutoring program and control group(n=73) learned the lecturer-guided practice. Results: In foley and nelaton catheterization, the score of performance, confidence and learning satisfaction of experiment group are higher than control group statistically. In PO medication, learning satisfaction of experiment group is higher than control group but performance and confidence are not different statistically. Conclusion: Using peer-tutoring program be effective for nursing students in improving the competency of core basic nursing skills partially and recommend to utilize for core nursing skills training.

Validity and Reliability of the Peer Group Caring Interaction Scale-Korean Version (한국어판 간호대학생의 동료돌봄행위척도(Peer Group Caring Interaction Scale)의 타당도 및 신뢰도 분석)

  • Kim, Jeong-Hee;Kong, Moon Yeon;Oh, Yun Hee
    • Journal of Korean Academy of Nursing
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    • v.46 no.3
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    • pp.431-442
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    • 2016
  • Purpose: This paper was conducted to validate the Korean version of the Peer Group Caring Interaction Scale (PGCIS-K) that measures caring behaviors as experienced by nursing students. Methods: Translation of the PGCIS-K was validated through forward-backward translation methods. Survey data were collected from 218 nursing students in a nursing school. Construct validity and criterion-related validity were evaluated. Internal consistency and the Guttman split-half coefficient were calculated to assess reliability. Results: The PGIS-K showed reliability except for 4 items (Cronbach's ${\alpha}=.91$, Guttman split-half coefficient=.85), which were low (<.30) or negatively correlated with the total scale. A 12-item reduced form of the PGCIS-K was developed by item-analysis and construct validity evidence. Factor loading for the 12 items on 2 factors ranged from .47~.82, which explained 58.4% of the total variance. Two factors were named 'modeling and assistance (Cronbach's ${\alpha}=.87$)' and 'communication and sharing (Cronbach's ${\alpha}=.82$)'. Convergent validity, discriminant validity, and criterion validity were supported according to the correlation coefficients of the 2 factors with other measure. Conclusion: The findings suggest preliminary evidence that the 12-item PGCIS-K can be used to measure nursing students' peer group caring interactions in Korea. Additional studies are recommended to continue the psychometric evaluation of this scale. Also, it can be extended to measure graduate nursing students or staff nurses' peer group caring interaction.

The Effect of Psychological Characteristics and Peer Acceptance on Korean Female Adolescents' Clothing Behavior (청소년기 여학생의 심리적 특성과 또래수용이 의복행동에 미치는 영향)

  • 김희창;이수경;고애란
    • Journal of the Korean Home Economics Association
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    • v.38 no.6
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    • pp.43-57
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    • 2000
  • The purposes of this study were 1) to identify the effects of psychological characteristics and peer acceptance on female adolescents'clothing behaviors(clothing attitudes and preference for up-to-date style), and 2) to determine the differences in psychological characteristics and clothing behaviors among subject groups classified by sociometric status. The questionnaires dealing with public/private self-consciousness, adolescent egocentrism, self-efficacy and clothing behaviors were adapted from precious studies. Peer acceptance was measured using Coie and Dodge(1983) method. The data were collected from 485 middle and high school girls living in Seoul, Korea. From the results of multiple regression of psychological characteristics and peer acceptance on clothing behaviors, clothing sexual attractiveness, clothing exhibition, and clothing importance were found to be influenced by public self-consciousness, adolescent egocentrism and peer acceptance. Fashion leadership and psychological dependence were influenced by egocentrism and self-efficacy. Preference for up-to-date style was influenced by egocentrism, public self-consciousness and self-efficacy. One-way ANOVA was used for analyzing the differences in research variables among subject groups classified by sociometric status. From the reset of middle school girls it was revealed that ignored group showed the highest score in clothing importance, whereas both popular group and rejected group showed the lowest score in social self-efficacy. In high school girls, controversial group showed the highest scores in adolescent egocentrism, fashion leadership, and preference for up-to-date style.

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The Effect of Teacher-led Group Theraplay on Ego Resilence, Peer Competence and Teacher-child Relationships Among Full-day Kindergarteners (교사의 집단치료놀이가 유치원 종일반 유아의 자아탄력성, 또래유능감 및 교사-유아 관계에 미치는 영향)

  • Kim, Kyung Eun;Han, You Jin
    • Korean Journal of Childcare and Education
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    • v.9 no.5
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    • pp.299-320
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    • 2013
  • This research aims to develop and evaulate the effectiveness a group theraplay program for teachers than can boost full-day kindergarteners' ego resilence, peer competence and teacher-child relationships. A total of 14 children attending a full-day kindergarten located in Seoul were the subjects of this study. The experimental group consisted of 7 children exposed to 10 sessions of group theraplay for 50 minutes per session, held twice a week. The control group consisted of 7 children who did not receive any treatment. The teacher evaluated ego resilience, children's peer competence and student-teacher relationships to investigate two group's behavioral changes. Data analysis was done by performing the non-parametric Mann-Whitney test and Wilcoxon test after classifying and evaluating pre- and post-examinations of each group. The results of this research are as follows : The group theraplay program was found to be effective based on the study results of improving ego resilience and peer competence among full-day kindergartners and strengthening teacher-child relationships.