運用同儕輔導制度提升大一學生學習成效－－以北部某技術學院會資系為例

Using Peer Tutoring to Enhance Freshmen's Learning Effectiveness - An Experiment in College Accounting Program

本研究旨在探討運用同儕輔導制度，提升大一學生學習成效。研究方法採質性研究為主，量化研究為輔，以北部某技術學院會資系學生為研究參與者，8名大一學生為受輔者，8名大二、三學生為輔導員。研究發現如下：一、同儕輔導制度方面：首先，培訓方案有助於釐清輔導員的角色，助人技巧是重要的培訓課程。其次，過於投入教導者角色及時間調配是輔導員遭遇的困擾與問題，而支持性團體督導有助於同儕輔導制度的推動。最後，同儕輔導制度能提升輔導員自我效能及專業學習。二、學生的學習成效方面：個別輔導方式形成學習壓力及責任，對專業學習有幫助，受輔者上、下學期會計學的學期成績達顯著差異，有明顯進步。最後研究者針對研究結果加以討論並提出建議。

This study explored the learning effectiveness for freshmen in peer tutoring. An interview was mainly implemented to conduct the research, together with a quantitative survey to assess the outcome. Eight freshmen who failed accounting were selected as the tutees in the one-by-one peer tutoring; eight volunteer senior students were trained as the tutors. Findings regarding peer tutoring implementation and learning effectiveness are as follows. First, in-service peer tutoring training is helpful to clarify tutor role in the program, mainly focusing on the helping skill and time management. Meanwhile, based on the confusion of tutor role and time management problems, continuous group supervision is a must to strengthen the implementation of peer tutoring. Thirdly, peer tutoring is able to promote tutors' self-efficacy and professional learning. In reference to learning effectiveness, tutees are satisfied with peer tutoring and tutors' performance. On the other hand, individual guidance from the tutors elicits tutees' learning pressure and responsibility as well, coupled with tutees' significant improvement in academic performance on accounting in the school year. In conclusion, several suggestions are further proposed to enhance and extend peer tutoring for freshmen.