臺灣博碩士論文加值系統

同儕教學(Peer instruction)活動透過引導學生解題以及與同儕間的討論來激發學生思考和提升學生理解，可以有效地提升學生的學習成效。然而同儕教學仍受到一些限制，例如通常需面對面進行討論，而學生也可能出現依賴同儕而不認真思考的社會性懈怠(social loafing)現象。本研究開發一套線上支援文本單回合同儕討論的同儕教學輔助系統。文本單回合同儕討論指的是要求學生需要先輸入針對自己解題的文本解釋後才可以觀看另一位同學的答案和解釋，而不進行進一步的討論。採用單回合同儕討論方式的原因是可以支援非同步，學生不一定要配成一對來討論。學生需要先產生對答案的文本解釋，如此可以避免學生的社會性懈怠現象。學生觀看另一位同學的答案與文本解釋作為回饋。學生思考同儕的答案以及解釋是否正確能夠激發學生反思學習。
本研究也蒐集學生同儕教學時的紀錄，包括同儕討論前後的作答、解釋內容、以及自信度等資料來分析影響學生同儕討論作答狀況的因子。本研究分析學生同儕教學的作答資料發現在同儕教學活動中學生同儕討論後和教師講解後的答對率以及自信度都有著明顯地上升，特別是學生在同儕討論後答對率的上升最為明顯。分析結果也顯示一開始作答錯誤的學生在經過同儕討論後，大部分都能夠在後續題目的作答中答對。這結果驗證了文本單回合同儕討論模式的同儕教學活動對於學生的答題成效有著正面幫助。本研究的研究結果也顯示與同儕間的答案是否一致是影響學生討論後再次作答時是否修改答案的重要因子，這與前面所提學生可能產生社會性懈怠現象符合。而同儕的作答和文本解釋能激發學生思考同儕答案與解釋是否為正確，進而修正自身對於題目的理解以獲得實質進步，讓整體的答題成效上升。

Peer instruction stimulates students' thinking and improves their understanding by guiding discussions between students and their peers. However, peer instruction has some limitations, such as usually requiring face-to-face discussions and some students may have social loafing that relies on peers without deep thinking. This research developed an online peer instruction assisted learning system that supports one-round text-based peer discussion. One-round text-based peer discussion indicates that students need to input their text explanations of answers before they can review a peer’s answer and explanation and there is no further discussion. The reason of adopting one-round peer-to-peer discussion method is to support asynchronous peer instruction and students do not necessarily have to be paired to discuss. Students firstly generate text-based explanations of their answers, and then receive a peer’s answer and textual explanation as feedback. Students think about whether their peers' answers and explanations are correct or not and reflect to learn.
This research also collected students' peer instruction records, including their answers before and after peer discussion, their text-based explanations, and the confidence levels of their answers. After analyzing student peer instruction record, this research found that the correct answer rate and confidence level of students had significantly increased after text-based peer discussion and teacher explanation, particularly after text-based peer discussion. The results showed that one-round text-based peer discussion is helpful for student answering performance.
The study also investigated the factors of peer instruction. The results showed that whether students’ answers are consistent with that of the peers or not will affect whether students modify their answers after the discussion. The result is consistent with the aforementioned studies that students may have social loafing. The peers’ answers and text-based explanations can promote students to think about and reflect on whether their peers’ answers and explanations are correct or not, improve their own understanding of the question, and increase the overall answering performance.

摘要 iii
Abstract iv
致謝 vi
目錄 vii
表目錄 ix
圖目錄 x
第一章、緒論 1
第一節、背景 1
第二節、研究動機 1
第三節、研究目的 2
第四節、研究問題 3
一、文本單回合同儕討論對於學生作答答對率之影響 3
二、文本單回合同儕討論對於學生作答自信度之影響 3
三、同儕解釋品質對於學生作答修改答案影響 3
第二章、文獻探討 4
第一節、同儕教學活動流程 4
第二節、同儕教學題目選擇 5
第三節、效果評估 6
第四節、探究同儕教學影響因子 6
第三章、文本單回合同儕討論之同儕教學系統設計 7
第一節、資料說明 7
第二節、系統設計 11
第三節、同儕教學活動流程 12
第四節、建立同儕解釋品質評分 19
第四章、評估設計與議題探究 21
第一節、二元羅吉斯迴歸分析 22
研究議題一、各項因子對於第一題同儕討論後第二次作答是否正確的影響 22
研究議題二、各項因子對於第二題作答是否正確的影響 25
研究議題三、各項因子對於第三題作答是否正確的影響 28
研究議題四、各項因子對於第一題同儕討論後第二次作答時是否修改答案的影響 31
第二節、線性迴歸分析 34
研究議題、各項因子對於第一題同儕討論前後作答自信度影響 34
第三節、成對T檢定 36
研究議題一、分析與比較學生各答題階段答對率 36
研究議題二、分析與比較學生各答題階段自信度 38
第四節、樹狀分析圖 40
第五章、結論 42
參考文獻 44

Crouch, C. H., & Mazur, E. (2001). Peer instruction: Ten years of experience and results. American journal of physics, 69(9), 970-977.

Mazur, E. (1997, March). Peer instruction: Getting students to think in class. In AIP Conference Proceedings (Vol. 399, No. 1, pp. 981-988). American Institute of Physics.

Porter, L., Bailey Lee, C., Simon, B., & Zingaro, D. (2011, August). Peer instruction: Do students really learn from peer discussion in computing?. In Proceedings of the seventh international workshop on Computing education research (pp. 45-52).

Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T. T. (2009). Why peer discussion improves student performance on in-class concept questions. Science, 323(5910), 122-124.

Versteeg, M., van Blankenstein, F. M., Putter, H., & Steendijk, P. (2019). Peer instruction improves comprehension and transfer of physiological concepts: a randomized comparison with self-explanation. Advances in Health Sciences Education, 24(1), 151-165.

Zingaro, D., & Porter, L. (2014). Peer instruction in computing: The value of instructor intervention. Computers & Education, 71, 87-96.