또래교수활동이 수학과제흥미를 증진시키는가? -집단구성방법, 친구지지정도, 경쟁유무의 효과-

소연희 한국직업교육학회 2010 職業 敎育 硏究 Vol.29 No.4

Two experiments were conducted is to investigate the effects of grouping format of peer tutoring, peer support, and competition on math interest and math performance with 5 graders. In experiment 1, 68 participants were assigned one of two condition of grouping format for peer tutoring (homogeneity/heterogeneity) and math interest and math performance were measured. The results indicted that homogeneity peer tutoring group showed more task interest in math than heterogeneity peer tutoring group. However, there was no significant difference between homogeneity peer tutoring group and heterogeneity peer tutoring group in math performance. Experiment 2 was conducted to examine the effects of types of homogeneity peer tutoring group (high/low), levels of peer support (high/low), and level of competition on math interest. It was found that participants with high peer tutoring showed high task interest in math, when they received competition regardless of levels of peer support. In contrast participants with low peer tutoring revealed high task interest in math when they had high peer support in competition condition. Group with high peer tutoring displayed higher task interest in math when they had high peer support in no competition condition, whereas Group with low peer tutoring exhibited higher task interest in math with regard to levels of peer support in no competition condition These findings suggest that providing peer tutoring is not always beneficial to improve math interest and it is desirable to design the classroom environment for peer tutoring in math class that takes into consideration the interactive effect of grouping format for peer tutoring, students' characteristics such as peer support and learning context such as competition. 이 연구의 목적은 수학과목의 효과적인 또래교수활동을 위한 학습환경조성 방법에 대해 모색하고자 집단구성방법과 개인차변인으로는 친구지지정도 학습환경 변인으로는 경쟁을 설정하여 수학과제흥미와 과제수행과의 관련성에 대해 살펴보았다. 초등학교 5학년생을 대상으로 실험1에서는 집단구성방식을 동질또래집단과 이질또래집단으로 구분하고 수학과제수행과 과제흥미에 대해 살펴보았으며, 실험2에서는 실험1의 결과를 토대로 동질또래집단의 학습자들의 수학과제흥미에 영향을 미치는 요인을 알아보고자 상위와 하위동질또래집단의 유형과 친구지지정도 및 경쟁유무와의 상호작용효과를 분석하였다. 그 결과 이질또래집단 학습자들보다 동질또래집단의 학습자들의 수학 과제에 대한 흥미가 높았으며, 반면 수학과제수행에서는 두 집단간에 통계적으로 유의한 차이가 나타나지 않았다. 실험2의 결과에서는 경쟁조건에서는 상위 또래교수활동 집단의 학습자들은 친구지지정도와 관계없이 높은 수학과제흥미를 보인 반면 하위 또래교수활동 집단의 학습자들은 친구지지정도가 높았을 때 수학과제흥미가 증진되었다. 한편 비경쟁조건에서는 상위 또래교수활동 집단은 친구지지정도가 높았을 때가 낮았을 때보다 수학과제흥미가 높았으며, 반면 하위 또래교수활동 집단은 친구지지정도에 관계없이 수학과제흥미가 높게 나타났다. 이상의 결과를 바탕으로 또래교수활동에서 집단구성, 친구지지정도, 및 경쟁을 통한 수학과제흥미를 증진시킬 수 있는 방법에 대해 논의하였다.

또래집단 활동의 치료적 요인 분석

송영혜 ( Young Hye Song ),김현영 ( Hyun Young Kim ) 한국정서.행동장애아교육학회(구.한국정서학습장애아교육학회) 2006 정서ㆍ행동장애연구 Vol.22 No.1

또래관계 어려움이 있는 아동을 대상으로 하는 또래상호작용 증진 프로그램들이 다양하게 제시되고 있지만 또래집단의 중재목표와 치료적 요인에 대해 언급한 연구는 거의 없다. 본 연구는 또래관계의 어려움을 겪고 있는 아동을 대상으로 실시한 다섯 개 또래집단 활동 프로그램의 총 48회기를 분석한 것이다. 분석한 내용은 8명의 관찰자가 선행 연구자들이 제시한 집단의 치료적 요인에 따라 분석한 결과와 프로그램에 참여한 12명 아동들의 비사회적 놀이와 사회적 놀이를 비교했다. 연구 결과에 의하면 또래집단의 치료적 요인은 집단 구성원의 특성에 따라 다르게 나타났다. 집단1은 현실검증, 자발성, 능력에 대한 믿음으로 자존감 형성으로 나타났다. 집단2는 자발성, 관찰학습, 현실검증, 집단3은 능력에 대한 믿음으로 자존감 형성, 이완, 관찰학습이며, 집단4는 자발성, 관찰학습, 억압된 감정의 해소로 나타났다. 집단5는 자발성, 관계증진, 능력에 대한 믿음으로 자존감 형성으로 나타났다. 전체적으로 자발성, 능력에 대한 믿음으로 자존감 형성, 현실검증, 관찰학습의 요인이 가장 많았으며, 프로그램이 비사회적 놀이를 사회적 놀이로 변화시키는 효과는 아동의 특성에 따라 다르게 나타났다. To resolve difficulties in peer relation, various programs have been proposed to improve peer interactions, but there have been few researches that dealt with the goals and therapeutic elements of interventions through peer group. The present study analyzed the group activities of five peer group programs applied to the children who had difficulties in peer relations and compared the results of eight observers` analysis and the social/non-social plays of 12 children seen in those programs while they were participating in. The analysis results of those activities used in the whole 48 sessions of these five structured group activities analyzed by 8 observers according to the therapeutic elements of group therapy proposed by six pioneering theoretical researchers. According to the results, the therapeutic elements of peer groups were different depending on the characteristics of group members. The therapeutic elements of each group were as follows: Reality verification, spontaneity, the development of self-esteem through the trust of therapist and peers in each child`s abilities in Group 1; Spontaneity, observational learning and reality verification in Group 2; Development of self-esteem through the trust of therapist and peers in each child`s abilities, relaxation and observational learning in Group 3; Spontaneity, observational learning and the resolution of suppressed emotion in Group 4; And spontaneity, relationship improvement and development of self-esteem through the trust of therapist and peers in each child`s abilities in Group 5. As a whole, the most frequent element were spontaneity, development of self-esteem through the trust of therapist and peers in each child`s abilities, reality verification and observational learning, and the effects of programs in changing non-social plays into social ones appeared differently according to the children`s characteristics.

The Dynamics of a Peer Response Group in a Mixed-Level Korean EFL Writing Class

Ho Jung Yu,Hohsung Choe 한국영어학학회 2011 영어학연구 Vol.17 No.1

The purpose of this study is to investigate the dynamics of a peer response group in a mixed-level Korean EFL writing class. Although some reservations in peer feedback (e.g. relation between peer feedback and revision, cultural aspects, detailed descriptions of the peer feedback process, etc.) have been addressed, peer feedback has been considered as a productive option in evaluating student writing, especially with adequately trained students. On the foundation of the so-far-conducted studies, what needs to be done to expand our perspective on peer feedback is to look into varying writing contexts since the insight into peer feedback mostly results from the research outcomes from the North-American ESL context. This study is conducted in the academic context in Korea. Four students are served as participants whose majors are English education. The data for this study include students’ first drafts, transcripts of group peer feedback workshop, students’ subsequent drafts, and interview transcripts. The focus of this inquiry will be on the roles and interactions of each student in a mixed-group feedback, feedback types, revision after the group peer feedback, and the students’ perception on the mixed-group feedback. The results of this study will shed light on the pedagogical approach in a large and mixed-level writing classroom in relation to group configuration, peers’ reaction in groups, and effects of such peer feedback workshop.

모둠 구성원의 쓰기 수준 차이에 따른 대학생 동료 피드백 활동의 양상 및 효과

이윤빈 ( Lee Yun-bin ) 한국어교육학회(구 한국국어교육연구학회) 2016 국어교육 Vol.0 No.154

This study investigates how the aspects and effects of each group`s peer feedback could be different through an union of the peer feedback group members by level in a college writing class. For this, college 60 freshmen was classified as homogeneous group in writing level and heterogeneous group. The main result was like the following. First, the heterogeneous group activity was more effective than homogeneous group`s in almost area. Second, a writer who relatively has the lower level of writing in the heterogeneous group was able to get a tutoring from peers who have the higher level of writing. But, in the contrast, a writer who has the higher level of writing tended to correct writing based on the problem detection provided from peers who have low level of writing. Therefore, this study shows that heterogeneous group should be composed to have an effective peer feedback in the college writing. And also we can consider to perform heterogeneous group activity in stages to improve its limit and consider peer feedback workshop with increasing the number of group members including at least two writers who have the higher level of writing.

보드게임을 활용한 집단상담프로그램이 자살경향성이 있는 청소년의 자기효능감, 또래관계 및 우울에 미치는 영향

강수정,이은영,천성문 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.23

목적 본 연구의 목적은 보드게임을 활용한 집단상담프로그램이 자살경향성이 있는 청소년의 자기효능감, 또래관계 및 우울에 미치는 영향을 검증하기 위한 것이다. 방법 연구대상은 U시 소재 O중학교 1학년 중 2019학년도 학생 정서⋅행동 특성검사에서 자살위기 문항(AMPQ-III Q53, Q57) 점수의 합이 2 이상인 대상자 16명으로, 실험집단과 통제집단으로 8명씩 무선배정하였고 동질성검사를 통해 동일 집단임을 확인하였다. 실험집단과 통제집단 모두에게 자기효능감, 또래관계, 우울에 대한 사전검사를 실시하였으며, 실험집단에는 주 2회 50분씩총 12회기의 보드게임을 활용한 집단상담 프로그램을 실시하였다. 이후 두 집단에게 사후 검사를 실시하고 효과가 있는지 검증하기위해 공분산분석(ANCOVA)를 실시하였다. 결과 첫째, 보드게임을 활용한 집단상담 프로그램에 참여한 자살경향성이 있는 청소년들은 자기효능감, 또래관계 영역에서 유의미한 긍정적인 변화가 있었다. 둘째, 보드게임을 활용한 집단상담 프로그램에 참여한 자살경향성이 있는 청소년들은 우울영역에서 유의미한 긍정적인 변화가 있었다. 이는 프로그램에 참여한 실험집단이 통제집단보다 우울이 감소하고 자기효능감과 또래관계가 향상되었음을 의미한다. 결론 보드게임을 활용한 집단상담프로그램은 자살경향성이 있는 청소년의 자기효능감과 또래관계를 향상시키고, 우울을 감소시키는 데 효과적인 프로그램임을 확인하였고, 자살 경향성이 있는 청소년들에게 대상자의 다양한 요구와 특성을 반영한 프로그램의 개발이 필요함을 제안하였다. Objectives The purpose of this study is to verify the effects of the board games group counseling program on self-efficacy, peer relationships and depression of Adolescent with suicidal tendency. Methods The subjects of the study were 16 students in the first grade of O Middle School in U City who scored a sum of 2 or more on the suicide crisis questions (AMPQ-III Q53, Q57) in the 2019 Student Emotional and Behavioral Characteristics Test, and 8 students were randomly assigned to the experimental group and the control group, and the homogeneity test confirmed that they were the same group. Both the experimental and control groups were given a pretest on self-efficacy, peer relationships, and depression, and the experimental group was given a group counseling program using board games for a total of 12 sessions of 50 minutes twice a week. Afterwards, the two groups were given a post-test, and normality and an analysis of covariance (ANCOVA) were conducted to verify the effectiveness. Results First, suicidal adolescents who participated in the group counseling program using board games showed significant positive changes in self-efficacy and peer relationships. Second, suicidal adolescents who participated in the group counseling program using board games showed significant positive changes in depression. This means that the experimental group who participated in the program had less depression and improved self-efficacy and peer relationships than the control group. Conclusions This study confirmed that the group counseling program using board games is an effective program for improving self-efficacy and peer relationships and reducing depression in suicidal adolescents, and suggested the need to develop programs for suicidal adolescents that reflect their needs and characteristics.

교우 간 친밀도에 따른 소집단 구성이 초등학생들의 영어 쓰기 학습 및 동료 상호작용에 미치는 영향

신희숙,임현우 한국외국어교육학회 2014 Foreign languages education Vol.21 No.2

The present study explores the effects of peer intimacy on Korean primary English learners' collaborative group work in terms of writing achievement and peer interaction. Fifty six elementary school students engaged in small group work on English writing tasks. They were grouped in three different types: high intimacy level group, low intimacy level group, and random group. The study results indicated no significant group differences in the students' abilities and attitudes of English writing. However, the three groups differed in the quantity and quality of peer interaction. The high intimacy group produced the largest number of utterance and the most collaborative interactions. The low intimacy group, on the other hand, produced more utterances but less collaborative interactions than did the random group. Overall, the study results suggested that peer intimacy may have no immediate effect on students' learning through small group work but it possibly has delayed effects in prolonged group work by mediating the quantity and quality of peer interactions. Limitations of the study and pedagogical suggestions are provided.

구글문서를 활용한 대학 논술 수업의 온라인 소집단 동료피드백 유형 및 상호작용 분석

이지은,김유경 한국교육방법학회 2022 교육방법연구 Vol.34 No.2

The purpose of this study is to understand the interaction pattern of asynchronous online small group peer feedback for pedagogical essays made through Google Docs, and to understand the factors that promote peer feedback as dialogue in terms of small group composition. A total of 3 essay writing and 3 online small group peer feedback were performed for 6 weeks, and the frequency, amount, target area, type, and interaction direction and frequency of feedback for each small group were collected and analyzed as the outcome data of the activity. Frequency analysis and correlation analysis were performed using Jamovi, and NetMiner4, a social network analysis tool, was used to analyze interactions within small groups. As a result, first, the students' writing level had a significant correlation with the amount of feedback they provided and in-degree centrality while there was no significant correlation with the feedback frequency. Second, the high activity-highly connected group had the most overwhelming amount of feedback, not the frequency, and the alternative suggestion type for the content area was the main feedback. Also, in the middle activity-medium connected group, the frequency of feedback was the highest, but the amount of feedback was not large. In the low-activity-disconnected group, the frequency and amount of feedback were the least significantly, and there was no interaction between members at all. Third, there was a difference in the writing level of the members of the highly active-highly connected group, the medium-active-highly connected group, and the low-active-unconnected group. In the high-high group, the writing level was significantly higher than the average, the middle-middle group had the lowest average, but there were top students, and in the low-no group, the writing level of all members was lower than the average, but at a similar level. The implications of this study are: First, teachers should recognize that it is difficult to judge the quality of feedback activities based on the frequency of feedback alone. Second, the expected educational effect of peer feedback can be achieved at a very different level depending on the student's task competency. The fact that small group peer feedback can compensate for the level difference of individual students because it cannot guarantee the expected quality, which requires careful composition of small groups.

집단미술치료 프로그램이 고립아동의 우울성향, 또래관계 및 학교적응에 미치는 효과

박인숙,이현림 한국미술치료학회 2008 美術治療硏究 Vol.15 No.3

The purposes of this study were to apply to a group art therapy program in an effort to explore the effect of it on isolated children's depressive traits, peer relationships and school adjustment. The subjects in this study were the 48 children of high isolated rate who were selected from among 520 fourth graders. Three groups were randomly assigned to 16 children each: an experimental, comparative, and control groups. The experimental group participated in the group art therapy program, and the comparative group took part in a group counseling program for interpersonal relationships. Both programs were conducted as planned in 12 sessions, once a week, 60 minutes each, and no treatments were taken to thecontrol group. The instruments used in this study to make a quantitative analysis were depression, peer relationship and school adjustment inventories. As for data analysis, statistical data on mean and standard deviation were obtained by calculating their scores in the pre and posttest, and ANCOVA was used to analyze if there were any differences in mean scores. And then Tukey test was carried out. The findings of the study were first, the group art therapy program was effective at decreasing the depressive traits of the isolated children. Second, the group art therapy program showed a significant effect on bolstering the peer relationship of the isolated children. Third, the group art therapy program indicated a significant effect on boosting the school adjustability of the isolated children. Therefore, the group art therapy program could be effective at alleviating the depressive traits of the isolated children and bolstering their peer relationship and school adjustment. 본 연구는 집단미술치료 프로그램이 고립아동의 우울 성향, 또래관계 및 학교적응에 미치는 효과를 검증하기 위하여 집단미술치료 프로그램을 적용하여 그 효과를 분석하였다. 이러한 연구목적을 달성하기 위하여 본 연구에서는 4학년 520명 중에서 고립도가 높은 아동 48명을 실험대상으로 선정하여 실험집단에 16명, 비교집단 16명, 통제집단 16명씩 무선 배정하였다. 실험집단은 집단미술치료 프로그램을, 비교집단은 인간관계 집단상담 프로그램을 주 1회씩, 매회 60분씩 12회기에 걸쳐 프로그램 계획에 따라 실시하였고, 통제집단은 아무런 처치를 하지 않았다. 측정도구는 우울, 또래관계, 학교적응검사를 사용하였다. 자료 분석은 각 검사의 하위요인별로 사전-사후검사에서 얻은 점수로 평균과 표준편차를 산출하고, 평균의 차이가 있는지 알아보기 위해 공변량분석(ANCOVA)을 한 후, Tukey 검증을 하였다. 연구결과는 첫째, 집단미술치료 프로그램은 고립아동의 우울 성향 감소에 효과를 보여주었다. 둘째, 집단미술치료 프로그램은 고립아동의 또래관계를 향상시키는데 유효한 것으로 나타났다. 셋째, 집단미술치료 프로그램은 고립아동의 학교 적응력을 향상시키는데 기여하는 것으로 나타났다. 따라서 본 연구의 집단미술치료 프로그램은 고립아동의 우울성향 감소와 또래관계, 학교적응력 향상에 효과적인 것으로 볼 수 있다.

Learning with our peers: peer-led versus instructor-led debriefing for simulated crises, a randomized controlled trial

Jaffrelot Morgan,Boet Sylvain,Floch Yolande,Garg Nitan,Dubois Daniel,Laparra Violaine,Touffet Lionel,Bould M. Dylan 대한마취통증의학회 2024 Korean Journal of Anesthesiology Vol.77 No.2

Background: Although peer-assisted learning is known to be effective for reciprocal learning in medical education, it has been understudied in simulation. We aimed to assess the effectiveness of peer-led compared to instructor-led debriefing for non-technical skill development in simulated crisis scenarios.Methods: Sixty-one undergraduate medical students were randomized into the control group (instructor-led debriefing) or an intervention group (peer debriefer or peer debriefee group). After the pre-test simulation, the participants underwent two more simulation scenarios, each followed by a debriefing session. After the second debriefing session, the participants underwent an immediate post-test simulation on the same day and a retention post-test simulation two months later. Non-technical skills for the pre-test, immediate post-test, and retention tests were assessed by two blinded raters using the Ottawa Global Rating Scale (OGRS).Results: The participants’ non-technical skill performance significantly improved in all groups from the pre-test to the immediate post-test, with changes in the OGRS scores of 15.0 (95% CI [11.4, 18.7]) in the instructor-led group, 15.3 (11.5, 19.0) in the peer-debriefer group, and 17.6 (13.9, 21.4) in the peer-debriefee group. No significant differences in performance were found, after adjusting for the year of medical school training, among debriefing modalities (P = 0.147) or between the immediate post-test and retention test (P = 0.358).Conclusions: Peer-led debriefing was as effective as instructor-led debriefing at improving undergraduate medical students’ non-technical skill performance in simulated crisis situations. Peer debriefers also improved their simulated clinical skills. The peer debriefing model is a feasible alternative to the traditional, costlier instructor model.

협동작업 중심의 집단미술치료가 학교부적응 초등학생의 자기표현, 또래관계, 학교적응에 미치는 효과

표한순,원희랑 한국미술치료학회 2016 美術治療硏究 Vol.23 No.2

This study examines the effect of cooperative activity centered group art therapy on maladjusted elementary school students' self-expression, peer relationship and adaptation to school. The subjects of this study consist of 24 students in fifth grade from “A” elementary school in M-gu, Seoul. Among them, 12 students were in the experimental group and the other 12 were in the control group. Ten weekly cooperative activity-centered group art therapy sessions lasting 50 minutes were completed by the experimental group. The School-Related Coping Scale(Kim, Y., 2000), the Self-Expression test(Kim, E., 2008), the Peer Relationship Test(Han, 1996) and Kinetic School Drawing(KSD) were implemented and effectiveness was reviewed by comparing group post-tests with pre-tests. Firstly, the experimental group showed statistically more improvement in the contextual self- expression than the control group. Secondly, the experimental group, showed more statistically significant improvements in peer relationship than the control group. Lastly, the experimental group showed statistically significant improvements in the adaptation to school when compared to the control group. These results demonstrate that the program has various positive effects on elementary school maladjusted students’ self-expression, peer relationship and adaptation to school. 본 연구는 협동작업 중심의 집단미술치료 프로그램이 학교부적응 초등학생의 자기표현, 또래관계, 학교적응에 미치는 효과를 살펴보고자 하였다. 연구대상은 서울시 M구 A초등학교 5학년 24명을 대상으로 하며, 12명을실험집단으로 12명을 통제집단으로 무선배치하였다. 실험집단은 주 1회 50분씩 총 10회기에 걸쳐 협동작업 중심의 집단미술치료 프로그램을 실시하였다. 측정도구로 Kim, Y.(2000)의 학교적응 척도, Kim, E.(2008)의 자기표현 척도, Han(1996)의 또래관계 척도와 동적학교생활화(KSD)을 실시하여 사전, 사후 검사의 변화를 비교하여효과성을 살펴보았다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 협동작업 중심의 집단미술치료가 학교부적응 초등학생의 자기표현에 미치는 효과를 살펴본 결과, 실험집단이 통제집단에 비해 자기표현의 내용적 요인에서 유의미한 효과를 나타내었다. 둘째, 협동작업 중심의 집단미술치료가 학교부적응 초등학생의 또래관계에미치는 효과를 살펴본 결과, 실험집단이 통제집단에 비해 또래관계 척도가 유의미하게 향상되었다. 셋째, 협동작업 중심의 집단미술치료가 학교부적응 초등학생의 학교적응에 미치는 효과를 살펴본 결과, 실험집단이 통제집단에 비해 학교적응 척도가 유의미하게 향상되었다. 이러한 연구 결과를 종합하여 볼 때 협동작업 중심의 집단미술치료는 학교부적응 아동의 또래관계 및 학교적응에 긍정적 효과가 있음을 알 수 있다.