A Study On The Impact Of Peer-to-peer Learning On Students' Academic Emotions In Information Technology Courses

Information technology courses are highly operable,and students will encounter different problems in the class,but the constraints of collective teaching make teachers unable to take care of the individual differences of each student,so peer-assisted learning has become an option for many teachers.In practice,teachers are mostly based on pragmatic considerations,pairing students with good and poor grades as peers in a "heterogeneous within group" way,which seems to help students with poor grades to learn better.However,will always cooperate with students who are stronger than themselves hurt the self-esteem of weak students? And always working with weak students,will strong students get bored because their learning progress is slowed down?Existing research results show that students 'emotions have an important intermediary effect on their learning effects.Then,does the use of peer-assisted learning methods and their different grouping methods in the teaching of information technology courses affect students' academic emotions? If yes,will this change in academic emotion affect students' academic achievements in information technology,learning investment,etc.?In this study,126 students from three classes in the seventh grade of a middle school in Nanjing were selected as subjects to carry out two months of teaching experiments in actual teaching.The students in these three classes have no significant differences in academic emotion,information technology scores and learning investment.The study randomly assigned a class as a control class,using traditional teaching methods to allow students to learn independently,and the other two classes as experimental classes,using peer-assisted learning,at the same time,one of the classes was divided into heterogeneous groups based on information technology academic performance,and the students were divided into "strong and weak groups";the other class was divided into homogeneous groups,and the students with similar information technology academic performance were matched.In terms of teaching methods,the control class adopts the teaching strategy of "teacher explanation,task assignment,students practice independently,and complete homework independently ",and the two experimental classes adopt the teaching strategy of "teacher explanation,task assignment,and peer assistance to complete exercises and homework",and Students are required to complete the " peer-assisted reflection list " to promote discussion and mutual assistance among peers.In addition,the computer room environment,learning content,teaching progress,task assignments,etc.of the three classes are all the same.The teacher is the author herself,and strives to be consistent in other aspects except teaching strategies and grouping methods.After each lesson,students are asked to choose one to three words to describe their emotional feelings in this lesson.After the two-month quasi-experiment,the students 'academic emotions,information technology academic performance and learning investment are post-tested.Complete statistical analysis of data with the help of Spss.Experimental results show that:(1)Compared with traditional teaching,peerassisted learning can significantly optimize students' academic emotions,make students' emotional experience more enjoyable,and also significantly improve students' academic performance and learning investment.(2)As far as peer-assisted learning is concerned,compared with heterogeneous grouping,the homogeneous grouping method can significantly reduce students' negative academic emotions and significantly improve their learning involvement.(3)Under the heterogeneous grouping method,the academic performance of the "strong students" has improved significantly,but the academic performance of the "weak students" have no significant difference compared with the homogeneous grouping method.(4)Positive academic emotions are strongly positively correlated with academic performance and strong positive correlation with learning engagement,and negative academic emotions are strongly negatively correlated with academic performance and learning engagement.