A Study of Peer Tutoring of Regular Students' Participating for the Students with Disabilities in Senior High School in Taichung City
| Autor: | Hui-Ju Yang, 楊惠茹 |
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| Rok vydání: | 2014 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 102 The purpose of the study was to understand the situations that regular students participated in peer tutoring, including to the status, preparation, difficulty, support and personal growth, and analyzed and compared various background variables. The study used self-developed questionnaire to gather information. Questionnaires were administered to 329 participants, and the valid rate was 90.3%. The data was analyzed by descriptive statistics, t-test and one-way ANOVA. The major findings were as follows: 1.54.2% of schools carried out peer tutoring for students with disabilities in Taichung city.The major ways to be tutors were teacher recommendation and volunteered. 2.The scores of the status, preparation, support and personal growth were higher than the average, showed that students agreed on peer tutoring. The score of the difficulty was lesser than the average, showed that peer tutoring didn’t give them difficulties and negative effects. 3.The results of analyzed and compared the differences in background variables of circumstances were as follows: a.There were no significant differences between public and private schools, whether the school has a resource room, special education teachers and gender. b.For the dimension of the personal growth, there was significant difference between the senior high schools students and vocational high schools students. The senior high school students showed significantly higher than the vocational school students. c.For the dimension of the difficulty, there were significant differences in the category of disability, degrees of disability. The scores of students with learning disabilities, emotional and behavioral disorder and Autism were higher than the students with physically disabled and cerebral palsy, and students with the regardless of the degree were higher than those with serve and profound. d.For the dimension of the preparation, there were significant differences in the degrees of disability, the periods of participation in peer tutoring, and whether they were in the same class with disable students. The results showed that there was not found differences in the degrees of disability, who participated in for one to two semesters were higher than two to three semesters, different classes with students with disabilities were higher than those in the same class. Finally, according to the findings, suggestions were provided for school, teacher and further research. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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