PEER TUTORIAL PROGRAM: ITS

EFFECT ON GRADE SEVEN (7)

GRADES IN MATHEMATHICS
 ACKNOWLEDGEMENT
The success and final outcome of this project required a lot of guidance and
assistance from many people and we have extremely privileged to have got this
all supervision most especially God to enlightened us and giving us a wisdom,
strength and knowledge to do this research and of course to our Parents
Mr./Ms. Chiongbian G. Togonan,Mr./Ms. Jelmar T. Marfil, Mr./Ms. Leopoldo A.
Cullo and Mr./Ms Rene D. Sobrivega thank you for supporting us through
financial and moral support and to our Principal Ma’am Erlinda V. Lamputi who
gave us the privileged to conduct our research in this school. I respect and
thank the teachers Bryan P. Berangel, Jhonny S. Toledo, Jhon Mark A. Lalisan,
and Merry Glor V. Segovia for providing as an opportunity to do the project work
in school and giving us all support and guidance which made to complete the
project duly. We are extremely thankful to them for providing such a nice
support and guidance, although they have a busy schedule managing the
corporate affairs. We owe my gratitude to our project guide Bryan P. Berangel,
who took keen interest on our project guide us all along till the completion.
 CHAPTER 1
INTRODUCTION
 Many students find its very difficult to solve problems in mathematics. We as a students we
would like to develop a certain strategy to ease the problem of the student when it comes to
mathematics and to develop a healthy and harmonious relationship towards our fellow students.
 We prioritize to enhance the use of a peer tutorial program because it covers a wide range of
activities through which people learn through different techniques.
 These activities ranged from a traditional proctor model in schools to the more innovative
learning groups in colleges and universities.
 In proctor model the senior students act as tutors and junior students as tutees.
 On the other hand in innovative learning groups students of the same age group or same level
help each other by forming partnerships.
(Griffiths, Housten and Lazenbatt,1995).
 There are some other models which include discussion ,seminars ,provide study groups
,counseling , peer-assessment schemes , collaborative project or laboratory work workplace
mentoring and community activities.(Bound , 1988).
 STATEMENT OF THE PROBLEM
 This study aimed to determined the PEER TUTORIAL PROGRAM: Its effect on grade seven of Datu
Ampak Kawan National High School. Specifically, this sought to answer the question:
 Does one- on- one peer tutoring have an effect on student academic achievement?
 SIGNIFICANCE OF THE STUDY
 Field of Education: results of this study may help improve teaching method by the
used of the Peer Tutoring Program.
 Educators: information obtained in this study will help educators devising teaching
strategies like one-on-one peer tutoring.
 School Administrator of Datu Ampak Kawan National High School: the findings of
this study may provide guidance in the supervision of school program in
Mathematics.
 Future Researchers: the results of this study serve as reference for those who will
conduct similar studies and may try to expand the parameters of their study for the
benefit of the school.
 LIMITATIONS
 During this study, there are 10 grade seven (7) students who will be engaged in a
peer tutoring program. And another 10 student who will be a controlled group.
 The study was completed over a two week period.
 The number of participants and the time frame both posed as limitation in this
study.
 A small number of student were examined to determined the effectiveness of peer
tutoring.
 Examining a larger sample of student would provide a more definite conclusion
regarding the value of peer tutoring as an effective teaching strategy.
 Second, the duration of the study could have also been extended in order to
examine the solving results over a longer period of time.
 Enright and Axelrod (1995) discuss the common necessity of simplifying teaching
procedures in order to make them useable in classrooms.
 Given the time constraints placed on the study, it was only possible to examine the
results over a two week time period.
 Additionally, the students examined in this study were female and male student;
therefore, findings cannot be generalized to both genders.
 DEFINITION OF TERMS
• Academic: this refers to the performance of the student which can help them to develop there
knowledge and skills.
• Comparative: refers to systematic observation of the similarities or dissimilarities between two or
more subjects or variables of study.
• Effect: refers to the negative or positive findings or result of a certain study. If imply positive effect
however if the findings or results are not useful them it shows negative effect and not advisable
to use.
• Grades: refers to the numeric score of the students that is the result of their performances that
could identify of their growth if they passed or not.
• Peer tutoring: refers to the students who work with each other to learn and progress.
• Peer teaching method: refers to an effective strategy where in students are paired together to
teach and practice the academic skills.
• Peer tutorial program: is a useful way to help improve student grades and encourage a thinking
classroom.
• Students: are usually paired up or in small groups high level students mixed with lower level
students.
• Solving Accuracy: a term used in survey research to refer to the match between the target
population and the sample, precision in survey research the tightness of the confidence limits.
CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE DEPENDENT VARIABLE

 INDIVIDUAL
 PEER TUTORIAL RESULTS
PROGRAM  CONTROLLED
GROUP RESULTS
CONCEPTUAL FRAMEWORK

PEER TUTORIAL PROGRAM

DIFFEERENT FACTORS

COMPREHENSION OF
STUDENT

FAMILY BACKGROUND

GRADE 7 GRADES IN MATH

 CHAPTER III
RESEARCH METHODOLOGY
 This chapter presents the design and procedure that were used in the study.
 This chapter also presents the equipment and materials that were used, The statistical treatment
and the manner in which data were presented were also discussed.
 RESEARCH DESIGN

This study employed descriptive method of research and interprets the

data. At end of this study, an intervention program is proposed.
 LOCALE OF THE STUDY
 This study was conducted at Datu Ampak Kawan National High School in Brgy Basag, Senator
Ninoy Aquino, Sultan Kudarat.
 RESEARCH INSTRUMENT
 The main research instrument was interview. On the interview, only the question, Does one-on-
one peer tutoring have an effect on student academic achievement was asked.
 DATA GATHERING PROCEDURE

 The researcher first secured an approval from the Teacher- In charge of DAKNHS
 When approval was given, the researcher conducted an interview to the
mathematics teacher as well as the learners, and conducted the pre-test and give a
two week session in preparation for the post-test.
 Data collected were then analyzed comparing the results through averaging.
 STATISTICAL TOOL
 Mean was used to get the average of the pre-test results and post-test results.
 Simple random sampling was use to select potential students for the research.Who where
students selected for the study are members of a seven grades classroom in which the
investigator was already working to complete required lab hours for a practical research.
 Students were recruited based on their average solving level with the assistance of the classroom
teacher to identify the solving level of the students.
 CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION
OF THE DATA
• Throughout this study, the effect of peer tutoring on student achievement was examined. In order
to investigate the implication,20 seven grade students engaged in solving problem orally and
giving a recap of each to the investigator. Each student was on the same average solving level.
During the study, one set of students participated in a peer tutoring activity which consisted of
solving a problem together, actively discussing and talking about the problem as they solve. The
other set of students solved the same problem on their own. At the conclusion of each students
solving, each of the twenty students individually gave a recap of the problem to the investigator.
The student completed this procedure a total of four times over a two week period. The solving
accuracies were then examined in order to determine the effectiveness of the peer tutoring
activity. The research question consideration during this study was, “Does one –on-one peer
tutoring have an effect on student academic achievement; specifically, solving accuracy as a
measure solving problem?”
 ANALYSIS OF THE DATA
• The data was scored and analyzed using the statistical tool and assigned a numeral score based
on the number of ideas recalled from each problem. The scores over the month period were
examined and graphed to determine whether there was any differences between the first set of
students involved in peer tutoring and the another sets individually-working students. Each
student’s score was also averaged in order to compare the mean scores of the students involved
in peer tutoring as an effective teaching strategy. It has also provide support for teaching peer
tutoring strategies in methods classes preparing future solving teacher.
 RESULTS
Over the course of two weeks, first set of students involved in the peer tutoring activity had higher
solving accuracies than the set of students who worked individually.

700

600

500

400

300

200

100

0
Category1 Category 2 Category 3 Category 4
student a student b student c student d student e student f student g student h student i student j
student k student l student m student n student o student p student q student r student s student t
The students who were involved in peer tutoring were identified as student A to J. The students
who worked individually were identified as student k to student U. The graphs of the students’
scores over the two week period are above in Category 1. each students’ individual scores over the
two week period are shown below in category 2.

30
Solving
25

20

15

10

0
Ave.(PT) Ave.(N/PT)
Student A Student B Student C Student D Student E Student F Student G
Student H Student I Student J Student K Student L Student M Student N
Student O Student Q Student R Student S Student T Student U
 DISCUSSION
The purpose of this study was to examine the research question, ‘’Does one-on-one
peer tutoring have an effect on student academic achievement; specially, solving
accuracy as a measure of solving mathematics problem?
” The results showed students who participated in peer tutoring have higher average
scores than students who worked individually and did not engaged in peer tutoring.
The results indicate the positive impact to peer tutoring has on student academic
achievement.
Student involved in peer tutoring also demonstrated improve in cooperation skills
with peers and an increased motivation to engage in solving problem.
Given these results, it is recommended that classroom teachers implement peer
tutoring into their daily classroom instruction as much as possible.
It is also recommended to teach peer tutoring instructional methods to pre-service
teachers in order to foster highly effective instructional strategies.
Kourea et al. (2007) also gives support for integrating peer tutoring into teachers’ pre-
service training in stating, ‘’ Guiding pre-service teachers in structuring peer tutoring
providing appropriate training, and monitoring and evaluating their progress will
ultimately increase the likelihood of their continued use of such strategies throughout
their teaching career” (p.106).
This study did contain limitations due to the low number of students involved in the
research and the short time span in which the research was conducted.
In respects to future research regarding peer tutoring, it is recommended to examine
the effectiveness of peer tutoring on a longer class-wide scale, involving an increased
number of students.
Additionally, it is recommended to observe peer tutoring’s effectiveness over the
duration of an entire school year in order to examine its longer-term effects.
It is recommended to inspect peer tutoring’s .
Throughout this study, the students involved in peer tutoring had higher average
solving accuracy scores, supporting numerous research which has also shown peer
tutoring to increase student academic achievement (Dineen,Clark, & Risley, 1977;
Greenwood, 1997; Harris & Sherman, 1973; Kamps,Barbetta, Loenard,& Delquadri,
1994; Kourea, Cartledge, & Musti-Rao, 2007; Olmscheid, 1999; Pigott, Fantuzzo, &
Clement, 1986; Simmons, Fuchs, Hodge, & Mathes, 1994; Topping, 2005).
 CONCLUSION AND RECOMMENDATION

The average of the students who did not undergone the Program is (181.5).and the
average of student who undergone the peer tutorial program is (232.75). As peer of
the result, we have seen a huge difference of (51.25) and so we concluded that having
a Peer Tutorial Program is a big help to the students specially those who were having a
hard time in mathematics. For the math club department we strongly recommend to
develop a plan were student to student interact with each other through Peer Tutoring
Program.
 REFERENCESS
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Griffiths, Housten and Lazenbatt,(1995),Bound,(1988).
Miller and Kholer (1993). Olmschied, 1999, p.3.
Deneen, Clark, & Kisley, 1977; Kamps, Baretta, Leonard, & Del quadre, 1994;
Kourea, Cartledge, & Musti –Rao, 2007; Olmshied, 1999; Pigott, Fantuzzo, &
Clement, 1986; Simmons, Fuchs, Hodge, & Mathes, 1994; Topping, 2005, Fitz-
Gibbon 1988, Miller, Topping, & Thurston, 2010, Elbaum, Vaughn, Hughes, and
Moody(1999). Schisler et al., p. 135, Brewer, Ried, & Rhine, 2003, p. 113,
Webb, 1988, Leslie & Caldwell, 2006.