The purpose of this study is to investigate effects of question Instruction in peer tutoring on academic achievement, attitude of science, and concept construction level by learner`s cognitive style. Subjects were sixth graders in two classes which we...
The purpose of this study is to investigate effects of question Instruction in peer tutoring on academic achievement, attitude of science, and concept construction level by learner`s cognitive style. Subjects were sixth graders in two classes which were selected from six classes. On the basis of the cognitive style test score, the subjects were classified into two group : field-independent and field-dependent subjects were comprised of pairs and was trained to ask question on material as tutor and to explain material to partners as tutee. The training material is VTR instructional materials and question prompt cards. Discussion in peer tutoring was guided by question prompts cards to facilitate connection between VTR instructional materials and learner`s prior knowledge. Test was administrated academic achievement test, test of science attitude, and concept construction level test. Means from difference of the result was analyzed by MANOVA. The result of the study are as follow. Academic achievement test showed significant difference between field-independent group and field-dependent group. Test of science attitude did not show difference between field-independent group and control group. Concept construction level test showed significant difference between field-independent group and field-dependent group. Result of this study indicated that peer interaction between tutor and tutee enhanced academic achievement, attitude of science, and concept construction level by learner`s cognitive style.