A comparison of reciprocal teaching and scientific approaches for improving pupils' mathematical understanding

This study is intended to result in instruction that will help pupils improve their mathematics understanding skills. The similarity of strategies in both the scientific and reciprocal teaching approaches makes it difficult to choose which approach is better. This investigation aims to investigate and explain (1) Improving pupils' mathematical understanding through comparison of scientific approaches and Reciprocal Teaching based on PAM; (2) The impact of the interaction between learning approaches with pupils' PAM on enriching pupils' mathematics understanding ability. It is a quasi-experimental research project that uses two experimental classes. The results of this study are (1) Pupils who learn through the scientific approach and pupils who learn through reciprocal teaching strategies based on PAM pupils have different mathematical thinking abilities, with the average value of improvement in the scientific approach class being more significant than the reciprocal teaching approach class; (2) Learning and pupils' PAM have no interaction effect. It means that learning in both experimental classes applies to all pupils overall in improving pupils' mathematical understanding ability. Based on the results of this study, this study implies that teachers can employ learning using a scientific approach as one of the learning options for pupils to increase their mathematical understanding abilities

Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and Secondary Education

Peer tutoring in Mathematics has reported academic benefits across many educational levels, from Preschool to Higher Education. However, recent literature reviews and meta-analysis state that students experience higher gains in Primary or Elementary Education (ages 7–12 years) than in secondary education or middle school and high school (ages 13–18 years). This study examined the effects of peer tutoring on students’ mathematics achievement in primary and secondary education under similar settings. 89 students from first, fourth, seventh, and ninth grades participated in the study. The design of this research was quasi-experimental with pretest–posttest without control group. The statistical analysis reported significant improvements for both, Primary and Secondary Education. The comparison between these educational levels showed that there were no significant differences in the increments of the students’ marks. The global effect size reported for the experience was Cohen’s d = 0.78. The main conclusion is that Peer Tutoring in Mathematics reports similar academic benefits for both, Primary and Secondary Education. Future research must be conducted as the superiority of Peer Tutoring in Primary over Secondary Education has yet to be proved in the Mathematics subject

Teaching Materials based on Reciprocal Teaching to Improve Mathematical Communication Skills

The most significant concern in teaching mathematical concepts is developing and improving mathematical communication skills. However, the reality reveals that communication skills possessed by students are still relatively low. This causes students’ difficulty in understanding the material, solving problems, and conveying mathematical ideas both in oral or written form. Furthermore, students’ teaching material is not adequate to support the expected learning goals. It creates students’ difficulty in understanding the materials and it doesn’t integrate mathematical communication skills. This study aims to develop teaching materials in the form of mathematics module based on reciprocal teaching to improve students' mathematical communication skills. This is a research development that employs Four-D model. Subjects of the study are the teachers and the seventh grade Junior High School. In collecting the data, the researchers employ observation, interviews, questionnaires, and mathematical communication skills test. The results show that teaching material in the form of module that is assessed by experts has reached excellent criteria in terms of material and media. The module is also practically used by students and teachers in the learning process. It means, module based on reciprocal teaching can improve students' mathematical communication skill

Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience

Abstract This study examined the effect of peer coaching on the development of effective teaching behaviors and teacher self-efficacy of education students in an early field experience. The convenience sample (N = 99) included undergraduate students enrolled in a required foundational course in special education at a large public university in the southern United States. Training methods included online video instruction on targeted effective and ineffective teaching behaviors. The effective behaviors included (a) established student learning objective prior to beginning a lesson, (b) explained and/or modeled how pupil can discover answer or solve a problem, (c) checked for understanding by asking content-related questions or asked pupil to verbally explain/demonstrate answer/concept, (d) academic or behavior specific praise statement. The ineffective behaviors included (a) began activity without stating student learning-objective, (b) ask binary content related question without follow-up probe, and (c) negative comment/feedback considered derogatory. Participants submitted pre-and-post-intervention videos via a web-based storage service. Binomial logistic regression and ANCOVA analyses indicated no statistically significant differences between the treatment and control groups for main effects of peer coaching on the development of the targeted effective teaching behaviors. Additionally, ANOVA analyses indicated no statistically significance between groups on the three subscales of the OSTES. However, frequency of observed effective teaching behaviors increased for both groups in 3 of the 4 targeted effective teaching behaviors. Study participants and public school personnel provided feedback regarding the value and positive impact of the intervention and training on targeted teaching behaviors. Implications and future research are explored

Exploring metacognitive development in the context of peer assisted writing using on-line and off-line methods

DEdPsy ThesisThe exploration of metacognition in the context of Peer Assisted Writing (PAW) is an under-researched area. This study aims to address this issue in one primary school. A PAW programme that included four pairs of pupils from a composite Primary 6/7 class was timetabled over five weeks. There were three sessions of approximately 45 minutes each week during which each pair of pupils jointly planned and wrote a story. The stories followed the school writing programme. Qualitative and quantitative analysis, collected using action research and case study design, is used to investigate how a PAW programme supports pupils’ metacognitive and writing development. The complex issues of metacognition are examined. On-line and off-line assessment methods tell us about metacognitive outcomes of PAW. The results show that the different assessment methods (Video Recording of the PAW sessions, Think Aloud when Prompted and Pupil View Templates) reveal a range of metacognitive outcomes that together help to complete a fuller picture of pupils’ thinking and learning abilities and social emotional well-being. The results evidenced that PAW fosters metacognition. Qualitative results suggested that writing is a complex, metacognitive process and it was necessary to extend the range of sub-components of information management. The results confirmed the views that development of knowledge of metacognition and regulation of metacognition are mutually dependent on each other and also that development of regulation of metacognition can take place in early primary school. Additionally, there was confirmation for research that proposed writing as ‘applied metacognition’. Quantitative analysis indicated that pupils engaged in PAW made substantial progress and that PAW particularly benefited pupils with weaker writing skills

PENGARUH PENERAPAN METODE PEMBELAJARAN TUTOR SEBAYA TERHADAP HASIL BELAJAR DRIBBLE BOLA BASKET

Abstrak Metode tutor sebaya merupakan model pembelajaran yang menerapkan dengan strategi kooperatif dimana dibentuk kelompok kecil dengan anggotanya memiliki kemampuan yang berbeda-beda guna untuk membantu dan bekerja sama dalam menyelesaikan suatu permasalahan yang dihadapi. Ketika pembelajaran berlangsung terjadi pendekatan kooperatif karena kelompok ini menggunakan bahasa sehari-hari sebagai komunikasi mereka yang membuatnya semakin akrab. Metode tutor sebaya dapat diterapkan pada salah satu teknik bola basket yaitu dribble. Dribble merupakan menggiring bola dengan cara memantulkan bola ke lantai dengan dorongan telapak tangan.Penelitian ini bertujuan untuk mengetahui pengaruh penerapan metode pembelajaran tutor sebaya terhadap hasil belajar dribble bola basket. Jenis penelitian yang digunakan adalah eksperimen semu dengan menggunakan randomized control group pretest-pottest design. Penentuan sampel dengan menggunakan cluster random sampling, dengan sampel 34 siswa yaitu kelas VII-B. Berdasarkan uji hipotesis pada hasil belajar penerapan metode pembelajaran tutor sebaya dalam ranah pengetahuan dan keterampilan memiliki nilai sig 0.00<0.05, maka dapat dinyatakan bahwa terdapat pengaruh yang signifikan dari penerapan metode tutor sebaya terhadap hasil belajar dribble bola basket. Dari hasil perhitungan peningkatan penerapan metode tutor sebaya terhadap hasil belajar dribble bola basket pada ranah pengetahuan kelompok eksperimen diketahui persentase peningkatannya sebesar 65%, pada ranah keterampilan diketahui peningkatannya sebesar 34% dengan selisih rata-rata dari hasil pre test dan post test.Kata kunci: bola basket, dribble, metode tutor sebaya Abstract The peer tutoring method is a learning model that applies cooperative strategies in which small groups are formed with members having different abilities to assist and work together in solving a problem faced. When learning takes place a cooperative approach occurs because this group uses everyday language as their communication which makes it more familiar. The peer tutoring method can be applied to one of the basketball techniques, namely dribble. Dribble is dribbling by bouncing the ball to the floor with the push of your palm. This study aims to determine the effect of applying peer tutoring learning methods on basketball dribble learning outcomes. This type of research is quasi-experimental using randomized control group pretest-posttest design. Determination of the sample using cluster random sampling, with a sample of 34 students, namely class VII-B. Based on hypothesis testing on learning outcomes the application of peer tutoring learning methods in the realm of knowledge and skills has a sig value of 0.00<0.05, it can be stated that there is a significant influence of the application of peer tutoring methods on basketball dribble learning outcomes. From the calculation results of the increase in the application of the peer tutoring method to the learning outcomes of basketball dribble in the experimental groups knowledge domain it is known that the percentage increases by 65%, in the realm of skills it is known to increase by 34% with the average difference from the pre-test and post-test results.Keyword: basketball, dribble, peer tutoring metho