本研究旨在探討「同儕學習輔導」對生物科學生學習之成效。研究對象以國中部一年級X班進行實驗，為期一學期，採一對二配對方式進行。首先於實驗前採取「生物科學習動機調查表」及「學業成績表」，篩選十位生物科低成就、低學習動機之學生為「受輔生」及五位生物科高成就、高學習動機之學生擔任「同儕小老師」，參與同儕學習輔導，一學期共進行20次固定時間、固定地點輔導。研究發現：
（一） 同儕學習輔導能增進受輔生生物科學習之成效，包括複習生物科的時間、信心及學習成就感及學業成續均有增進。
（二） 同儕學習輔導能增進同儕小老師生物科學習之成效，包括信心及學習成就感及學業成績均有增進。
（三） 同儕小老師與受輔生對同儕學習輔導的看法與滿意度皆趨於正向。

The main purpose of this study was to explore the effectiveness of peer tutoring on enhancing biological learning for ten under─achieving and five high─achieving junior high students. They received experimental teaching for twenty weeks, once a week forty minutes form five peer tutors. Data were collected from observation, interviews, and documentations.
The major findings of this study were as follows：
1. Peer Tutoring effectively enhanced the biological learning of under─achieving students.
2. Peer Tutoring effectively enhanced the biological learning of Peer Tutors.
3. Four peer tutors and nine participants were satisfied with Peer Tutoring.