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Análisis de los tipos de error en tareas de escritura que son corregidos a través de la tutoría grupal entre compa?eros
Chaparro Caso López, Alicia Aleli;Morales Chainé, Silvia;
Revista mexicana de análisis de la conducta , 2009,
Abstract: the purpose was to analyze the kind of writing mistakes that are modified by the "classwide peer tutoring" (cwpt) program. two second grade elementary school groups participated and were evaluated weekly with a dictation of 20 words in which the number of correct answers and the mistakes according to the academic execution inventory (idea) were measured. the results were that all rule mistakes were reduced while only some specific mistakes were decreased. in addition a difference in the size of the mistakes reduction between both groups was found. the results are discussed in terms of the program's goals and their relationship to the previous literature.
Ruseno Arjanggi,Titin Suprihatin
Makara Seri Sosial Humaniora , 2010,
Abstract: The purpose of this study is to empirically examine the effectiveness of peer tutoring method on self-regulated learning. In self-regulated processes such as planning, self monitoring, and control of disturbances, the model of interaction between personal environment and behavior is a reciprocal interaction. Peer tutoring is expected to raise the potential behavior through an independent learning materials organization. Those behaviours include assistance-seeking behavior and assistance-giving during a more intensive learning process resulted from nearer psychological distance between thetutor and tutee. The subject of this research was 63 students of the Faculty of Psychology Unissula Semarang, which was divided into two groups: 31 students in the control group and 32 students in the treatment group. The treatment group consisted of nine tutorial groups in which each group consisted of 3-4 students. This research used a motivated strategy for learning questionnaire. Analysis of variance is used to test the hypothesis. The result indicates that there is a positive effect of peer tutoring learning methods on self-regulated learning. Peer tutoring learning method has accounted for 17.4 per cent improvement learning based on student self regulation. This research proved that active learning can be done without involving a lot of teachers. Besides, the learning process can be maximized with the existing potentials by, among others, through peer tutoring.
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