本研究旨在探討藉由不同途徑之同儕教學模式對迷你網球初學生內在動機之影響與差異。受試者為臺北市文山區某國小四年級學生，實驗組26位、控制組28位，共54位。研究為期6週的迷你網球學習，每週兩次，每次40分鐘共計12次教學。實驗組採教師先指導，再讓學生進行同儕教學（受過訓練之同儕教學TPT）；控制組教師不介入指導並以教學卡做為教學媒介，再讓學生進行同儕教學（未受過訓練的同儕教學UPT）。研究工具以內在動機量表為研究工具進行前中後測驗。所得資料進行單因子重複量數變異數分析與共變數分析。研究結果顯示兩班學生均因教學實驗次數增加，而使內在動機各構面均有顯著提升。但兩組相較之下，內在動機並無顯著差異。雖然於本研究中兩班內在動機無顯著差異，但也顯示了未受過訓練的同儕教學同樣會使該班學生提升其內在動機。在未來研究上可在同儕教學中採用其他心理變項或以不同教師自主支持型態探討學生之情境動機或學習歷程。
The purpose of this study was to compare the intrinsic motivation of trained peer tutoring and untrained peer tutoring by studying fourth-grade students in mini tennis. The method used was a quasi-experiment, which looked at two classes of fourth-grade students (26 students in the experimental group, 28 students in the control group, 54 in total) of elementary school in Wenshan District, Taipei City. One class served as the experimental group was given train peer tutoring (TPT); the other class served as the control group was given the untrained peer tutoring (UPT). After six weeks, two classes a week, 12 lessons in total of mini tennis class, the intrinsic motivation of students fill out before, in the middle and after the experiment were analyzed with one-way ANOVA with repeated measures to evaluate the progress of each group, and with ANCOVA to examine the difference in learning effectiveness of these two contrasting styles. According the results: (1) students of experimental group and control group demonstrated significant progress in intrinsic motivation. (2) both groups showed no significant difference in their effectiveness. For this result, although there are no significant difference between two group, but they showed UPT's students that also enhance their intrinsic motivation same as TPT's students. This study suggests that a future direction of studies would be adopting the other psychological variables or different teacher autonomy supported to investigate the situational motivation or learning process in peer tutoring.
