Effects of Peer Tutoring to The Learning Outcomes in Exponential Expressions of Grade 8 Students
Effects of Peer Tutoring to The Learning Outcomes in Exponential Expressions of Grade 8 Students
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同伴辅导对八年级学生指数表达学习成果的影响
DOI：
10.30738/indomath.v4i2.5
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发表时间：
2021
期刊：
影响因子：
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通讯作者：
Leo A. Mamolo
中科院分区：
文献类型：
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作者：
Helmar G Ycong;B. Barredo;Leo A. Mamolo
实现为课堂设定的学习成果是教学的主要目标。为了让学生达到最佳学习效果，本研究探讨同侪辅导策略对学生解指数式成绩的影响。它还确定了学生在求解给定指数表达式时的持续错误。本研究采用准实验设计，两个完整的班级被随机分配到实验组和控制组。使用经验证的10项检验（α=.75）作为主要工具。结果显示，同侪辅导组的学生表现优于讲座组。此外，同侪辅导策略显著提高了实验组学生的学习成绩。建议数学教师可采用同侪辅导的策略，以提高学生在数学科目上的表现。启示解决需要探索适合学生在数学课堂上的其他教学策略。
Achieving the learning outcomes set for the classroom is the main goal of instruction. Todays’ teachers utilize various methods to achieve optimum learning for the students. This study investigated the effect of peer tutoring strategy on the students’ achievement in solving exponential expressions. It also determined the students’ persistent errors in solving given exponential expressions. This study employed a quasi-experimental design and two intact classes randomly assigned to an experimental and control group. A validated 10-item test (α=.75) was utilized as the main instrument. Results revealed that students in the peer tutoring group performed better than in the lecture group. Moreover, the peer tutoring strategy significantly improved the learning outcomes of students in the experimental group. It is recommended that peer tutoring strategy may be used by mathematics teachers to improve their students' performance in the subject matter. Implications address the need to explore other teaching strategies suited for students in the Mathematics classroom.