Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

In school community, it can be easily noticed of the students interests,

things they love to do, their behavior and reactions on different situation of

people around them based on their actions. Now a day’s most of the students

always have a hard time if mathematics is the topic. Because the connotation

“math teachers are terror one”, was with the students since their elementary

days, so their fear begin to establish at that early age. So, students prefer to

ask their classmates rather than their teachers.

Students look for companion, whom they can rely on and get along

with. That’s why students today are more comfortable to ask question with

their classmates or friends regarding mathematics subject. There is no

hesitation and worry on their part if they will ask question to their classmates

until the Math lesson is cleared to them. This is the best way that the students

taught for them to easily understand the mathematics topic that is being

discussed by their teachers.

So the study is conceptualized for the researcher to determine peer

mediated learning approach help the students in Linga National High School

enhance or develop their mathematical capability.

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Background of the Study

“We are born with specific needs that we are genetically instructed to

satisfy”- Bob Sullo (2007)

One of the basic human needs is the belongingness. So the learners

feel that they belong to the classroom if they are accepted by the teachers

and their classmates. By this, learners are being motivated to go to school

every day, because the feeling of belongingness will help to enhance the

learning and the performance of the learners.

In higher education, there is an increasing interest in student

interaction in the form of peer learning. In some case, peer learning is mainly

presented as a pedagogical tool used to promote learning. It particularly

addresses the phenomenon of students creating niches for peer interaction

and learning. In the peer‐mediated niches, students learn to become

students, and they are free to agree or disagree with the course content in a

way that they cannot express in their assignments and examination papers.

A period of planning is critical, peer mediation has its foundation of

student empowerment, and students are critical to all stages of development

and implementation. Students form a leadership team, facilitated by an

experienced, respected coordinator, and few trusted teachers and

professionals. The team formed can be appointed or students who belong to

it can develop their skills. Because any students still need to have the

guidance with a more trusted and older individual. The experiences they can
 3

share have the tendency to change the life of the students and became their

inspiration which may lead to success of that individual.

Peer mediation is both a program and a process where student of the

same age-group facilitate resolving disputes between two people or small

groups. This process has proven effective in schools around the United

States, changing the way students understand and resolve conflict in their

lives. Changes include improve self-esteem, listening and critical thinking

skills, and school climate for learning as well as reduced disciplinary actions

and less fights. These skills are transferable outside of the classroom.

The researcher thought that if this peer mediation is effective to a

foreign country, there is a possibility that it may also help the students of he

Philippines. It can serve as the basis on how peer mediation can be a great

help on the students to become self motivated in improving their

Mathematical skills.

So the study was conducted and conceptualized because the

researcher’s observed students reaction and behavior towards mathematics

subject and the teachers. The researcher having thoughts on how will the

learners face their anxieties regarding mathematics and how they will

overcome it? The researcher also observed that learners are more

comfortable with their classmates and friends in everything they do. Sharing

with them is a great help to improve their capability in all aspects of their lives.

With their peer they learn to socialize that can help in dealing to different
 4

kinds of people. With them learners can easily handle situation involving their

feelings, some seek advices and in an instant they found a great companion.

By that, the researcher came up to the ideas that with the help of peer,

learners have a better chance to enhance their capability in connection to

mathematics subject. The feeling of being comfortable or students “safe zone”

is one key to open the mind of the learners that mathematics is not a hard

subject, but an interesting one by means of collaborating ideas with their

peer. The researcher believes that peer-learning is an effective approach in

which they can promote progress to themselves, because of the exposure

and sharing of their knowledge to one another.

The purpose of the study is for opening the mind of every learner, that

peer is one of a big factor to the learning of student. How the peer mediation

reduces conflict and provides children with problem solving skills. So this

study focused on what are the things that are related to peer learning, their

effects on the mathematical ability of the students, the advantages they may

get on the application of this learning approach and also its relation with the

strategies used by the teachers while discussing the lesson if mathematics is

the subject matter.

Theoretical Framework

Self-efficacy Theory a sense of high self-efficacy means a high sense

of competence. It is a belief that one has the necessary capabilities to

perform a task, fulfill role expectations or meet a challenging situation

 5

successfully. When the students believe that they have the ability to perform

learning activities successfully, they are more likely intrinsically motivated to

do such learning activities. The secret therefore, to enhancing intrinsic

motivation is enhancing the students’ self-efficacy. Some strategies that

belongs on this theory are; ( a.) students should master the basic skills (b.)

teacher must help them make noticeable progress on difficult task (c.)

communicate confidence in students abilities through both words and action

(d.) exposing them to successful peers.- Theories on Factors Affecting

Motivation

Choice Theory is a biological theory that suggests we are with specific

needs, that we are genetically instructed to satisfy one specific need. All of

our behavior represents our best attempt at any moment to satisfy our basic

needs or genetic instructions. In addition to the physical need for survival, we

have four basic needs that must be satisfied to be emotionally healthy. The

need of belonging or connecting motivates us to develop relationships and

cooperate with others. “Without the need for belonging and cooperating, we

would only strive to be independent. The need for power is more than just a

drive to dominate. Power is gained through competence, achievement, and

mastery. Our genetic instruction is to achieve, master new skills and to be

recognized for our accomplishments. As humans, we are also motivated to be

free, to choose. Having choices is part of what it means to be human and is

one reason our species has been able to evolve, adapt and thrive. Each time
 6

we learn something new, we are having fun, another universal human

motivator. It is our playfulness and our sense of discovery that allows us to

learn as much as we do”.-Bob Sullo (2007)

Conceptual Framework

The conceptual of the study is shown in the diagram below.

Frame 1. Consist of the Independent Variable which refers to Peer-

Mediated Learning Approach such as collaboration, peer discussion, peer

group and peer relation.

Frame 2. Consist of the Dependent Variable which refers to

Mathematical Capability in the form of pre test and post test.

Independent Variable Dependent Variable

Peer-Mediated Learning Approach Mathematical Capability

 Collaboration  Pre Test

 Peer Discussion  Post Test

 Peer Group

 Peer Relation
Figure 1: The Research Paradigm of the Study

Statement of the Problem

The study aimed to determine the effectiveness of Peer-Mediated

Learning Approach in the Mathematical Capability of Grade 9 Students of

Linga National High School S.Y. 2015-2016.

1. What is the status of the students in peer-mediated learning approach

in terms of:
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1.1 Collaboration;

1.2 Peer Discussion;

1.3 Peer Group; and

1.4 Peer Relation?

2. What is the mean level of Mathematical Capability in terms of:

2.1 Pre Test; and

2.2 Post Test?

3. Is there a significant difference between the Mathematical Capability in

terms of pre-test and the post?

4. Is there a significant effect of the peer-mediated learning

approach on the mathematical capability?

Hypothesis

1. There is no significant difference between the pre-test and the post test

using the peer-mediated learning approach.

2. There is no significant effect of Peer-Mediated Learning Approach in the

Mathematical Capability of Grade 9 students in Linga National High

School S.Y. 2015-2016.

Significance of the Study

This study is beneficial to the following:

Teachers. The result of the study can give them some insights on how do

they explore their teaching skills by the use of peer mediated learning.
 8

Students. This study can serve as their motivation and encourage them to

participate inside the classroom. The study may also help the academic

aspects as well as the social skills of the students.

Future Researcher. The result of the study may give clarification and full

understanding about the topic that the researcher’s pursued.

Scope and Limitation of the Study

The study covers the Peer-Mediated Learning in the Mathematical

Capability of Grade 9 students in Linga National High School S.Y. 2015-2016.

Definition of Terms

For a better understanding for this study, here are some terms to

identify:

Collaboration. It refers to students who work with other students for

them to meet their objectives or goals.

Mathematical Capability. It refers to the qualification of the students.

Peer Discussion. It refers on how the students discuss and share

something with their co-students.

Peer Group. It refers to a social group where members have common

interests, social position and age.

Peer-Mediated Learning Approach. It means an educational practice

in which students interact with other students.

Peer Relation. It is the quality that connects the students to other

students in the form of relating the knowledge they have.

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Post Test. Refers to an evaluation of the Grade 9 students after the

Peer-Mediated Learning approach was being done.

Pre-Test. It refers to an evaluation of the Grade 9 students before

conducting the Peer-Mediated Learning approach.

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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the review of related literature, review of

related studies from local books, websites, theses, and other documents

related to study.

Related Literature

Dumaraos (2011), states that many educators believe that the best

and effective lesson plans are those begging for the final assessment in mind.

A very important part of the lesson planning process should be creating pre-

test.

Arisian (2007), cites that pre-test is an important competent which is

properly given to determine how much the learner knows about the topic.

Burden (2005), pre-test is a preliminary test administered to determine

a students’ baseline knowledge or preparedness for an educational

experience or course of study.

Agno (2009), states that pre-test is one component of module, which is

purposely given to determine how and what the learner has already known

about the topic.

Garcia (2006), states that pre-test is very important part of this lesson

planning process. Pre-test is given to students before a lesson or unit for

 11

them to easily do what they already know. These reveal many gems to the

teachers.

Pre-test is used to describe a trial of a test before it is applied “for real”.

(Mejia, 2005)

The related literatures are related to the study, because pre-test is

used by the researcher to evaluate the students learning in mathematics by

just recalling the topic on their own.

Rana (2006), says that after the student has done all the learning

activities suggested by instruction, they should conduct post-test to find out

how far they learned.

Post-test is used sometimes, for example in a “taste-test” where

subject is asked about their experience in the treatment. (Mecija, 2013)

According to Capistrano (2013), the idea of post testing of the students

is often accepted as a viable method to assess the extent to which an

educational intervention has an impact on students learning.

Aquino (2005), discloses that post-test is a test given after a lesson or

period of instruction. In this researched it used to determine what students

have learned and what level of performance the students have no problem

solving.

Arisian (2007), mentions that post-test measures what the student has

acquired from module or if they have mastered the objectives.

 12

Post-test is considered a subsequent learning through it has unclear

definitions about its effects on further tests of varying degrees of similarity and

difference given after instruction session. (Harley 2005)

The related literatures are related to the study, because the researcher

also the use post test as an evaluation on what the students learned after

discussing the topic, using the peer-mediated learning approach. And how it

will be help to students learning.

Jenkins and Sheehey (2009), evaluates service learning projects they

had implemented over the course of nine years in a special education

program. Course syllabi, students’ grade, service learning projects and

subsequent artifacts and products as well as evaluations and reflections were

aggregated to evaluate students’ service learning experiences. Results from

the study indicated that students enhanced their content knowledge with field

experiences, especially as it related to leadership and collaboration.

Santos et. al., (2012), thus, our candidates’ early experiences with

children and families in their homes and communities will hopefully make an

impact on their future interactions and collaborations with families in their

work settings. Our intent was to provide candidates with diverse experiences

with schools, homes, and communities so that they could begin to understand

and appreciate the myriad of diverse characteristics of children and families in

21st-century schools.
 13

According to Johnson (2011), teachers who conduct ensembles of any

ability level know that many skills are required for students to successfully

participate. Often neglected or overlooked are the skills that students must

have to interact musically with their peers. This article focuses on listening as

a way to help make successful ensemble collaboration q reality.

According to Black (2008), good learning is something that is

collaborative and social, not competitive and isolated.

Laursen et al., (2011), from observation, corroborated by survey items

on classroom experiences and students and instructor interviews, we identify

twin pillar that support student learning in Inquiry Based Learning (IBL)

classes: deep engagement with meaningful mathematics and collaborative

processing of mathematical ideas. Deep engagement begins with instructors’

choice of meaningful problems whereby students explore or discover

mathematical ideas.

Nunan as cited by Onozawa (2005), also affirms that the (process)

approach also encourages collaborative group work between learners as a

way of enhancing motivation and developing positive attitudes towards

learning.

The related literatures are related to the future study in the means of

student’s collaboration inside the classroom. And collaboration of the students

together with their peer leads them into a better understanding of such a
 14

topic. The literature helps the researcher to discover things in relation to the

topic.

According to Mankiw (2006), student’s performance in school is

affected through the people they are interacting with. Students could benefit

from their high achieving classmates for influencing them to study, as a result

they might as well earn high grades but if the students are interacting more on

their low classmate, they might adapt their attitude in studying in return and

earn low grades.

According to Brown (2004), peer group membership benefit students

by providing friendship and by enhancing academic performance. Some peer

groups practice behavior attractive to adults, and this groups will influence the

student’s school performance in a positive way.

According to Alip (1993), the person’s most important motivations are

acquired from his socio-cultural situations which are represented by the

people with whom one has significant relation. The relation has persuaded

the family and peers in unstructured situation influences his self-concept and

later with more structured with teachers and peers.

Bolao (2004-2005), believes that man and character that molds and

shapes the destiny of man and nation. Hence, the important of our youth are

the proper and correct character train the form of man intelligence, his beliefs,

feelings, emotion and his like, desires and even his fears, hatred and

prejudice.
 15

Railey (2004), considers peer group as the next influential entity that

mold human personality after the family. Usually peer pressure exerts much

influence on the individual during adolescence that his success or failure is

much affected by the peer group.

Verania et al, (2003), in their study they found out that student are

motivated to study through his peers but the outcomes of their performance

will depend on how they are influenced to study.

The related literatures are related to the future study, because peer

group helps a lot in influencing the students in good terms and especially in

Mathematics subject.

Chung (2011), compares the on-task behavior of 11-year-old children

when seated in rows and at tables and found that time on task was greater

when the children were seated in rows facing the teacher. He prompts these

data, suggesting that tables may prove more suitable for topic work or small

group discussion.

Chen, Nimmo, and Fraser, (2009). Candidates reflections during the

focus group discussions provided a means for assessment of candidate

learning and increased candidates self-awareness.

Mishra 2007 added that it is the duty of teachers to try honestly to

understand the policies and plans of the school whether they have a part in

the formulation or they don’t have. To remove all questions of doubt, this

requires attendance at all meetings called by the administration, careful

 16

reading of published regulations and participation in discussions when

opportunities presented.

The findings of De Capiaris (2005), suggest that lecture leads to the

ability to recall facts, but discussion produces higher level comprehension.

Further, research on group-oriented discussion methods has shown that team

learning and student led discussions not only produce favorable student

performance outcomes but also promote great participation, self confidence

and leadership ability.

In reciprocal teaching, small groups of students and teachers take

turns leading a discussion on a particular topic. This method features four

activities: questioning, clarifying, summarizing and predicting. The students

then initiate the teaching methods while the teacher plays the role of the

student. In this way the students become active players in role they find

enjoyable. Kirk, Samuel et al. (2006).

Lam and Wong (2005), in their study on the effectiveness of strategy

training contend that the negotiation process in a group discussion can be

facilitated by training learners in the use of interaction strategies. They found

that learners participated more actively and that the quality of participation

was improve by the use of appropriate interaction strategies.

The related literatures are related to the study because it confirms that

peer discussion affects into the students performance. The more students get

interaction with their peer they get more interested to the topic.
 17

Chen (2006), states that being accepted by peers and establishing

close relationships or “chum ships” with peers are intrinsic needs of children

during the period of childhood and pre-adolescence. The needs for peer

affiliation and belongingness may motivate children to modify their behavior to

conform to peers norm. The effect of peer relationships such as friendships is

generally modest on children’s social and cognitive performance.

A child’s provision of social acceptance from classmates is the most

frequently studied aspect of classroom peer relationships. The construct of

peer group acceptance or rejection refers to the valence of the collective

sentiments of one’s peer group and is distinct from friendships, which are

defined in terms of dyadic relationships. (Buhs, Ladd, and Herald, 2006)

According to Hamburg (2011), despite so much change in today’s

society, the fundamental tasks of growing up still endure- to find a place in a

valued grouped that gives a sense of belonging; to identify and master tasks

that are generally recognizes as having value and therefore can earn respect.

Ego Booster Books acquire a sense of worth as a person; and to develop

reliable and predictable relationships with other people, especially a few close

friends and love ones.

According to Bolao (2005), when people socialized it is create

interaction in general, their facial expression viewed the character of one’s

individual in different situation as their relation to the society.

 18

Adolescent friendships are typically more intimate than those at

previous stages and involve a greater sharing of problems. In turn, peer

relationships facilitate the process of separating from parents and establishing

one’s own identity. Chung, Clive (2010).

Siegler (2006), Success of peer relationships is linked to later

psychological development and to academic achievement. Therefore if one

does not have successful peer relationships it may lead to developmental

delays and poor academic achievement – perhaps even incompletion in high

school degree. Children with poor peer relationships may also experience job

related and marital problems later in life.

The related literatures are related to the future study since the

statements are all regarding the importance of peer relation or the relationship

of every individual. It will help the students to improve their social skills that

can lead to self-confidence. And some study states some factors of peer

relationships to the students not only to their present situation but also to their

future life.

Related Studies

According to Dumaraos (2011), pre-test is a test to evaluate the

readiness of students for further studies.

Delos Santos (2011), pointed out that pre-test refers to preparedness

for an educational experience of a course or study. A preliminary test

 19

administered to determine a student’s baseline knowledge regarding problem

solving.

Sarmiento (2005), uses pre-test and post-test to determine the

difference between the modular approach and traditional approach. It was

proven that there is no significant between the two approaches.

Babaan, (2005), emphasze that it is imperative that the teachers of

English continuously monitor and assess the achievements of the students

through series of pre-test or post-test and other types of tests.

According to Javier (2011), pre-test shows how prepared or

unprepared the students are for the topic.

The related studies are similar to the present study, because the

researcher also use pre-test to determine the capability of the students

regarding mathematics before having a formal discussion.

Post-test is a way to measure and know if the students have mastered

the objectives of the lesson (Rico,2004)

Malabanan, (2006), stress out that post-test measure what the

students has acquired or gained from the module or if they mastered the

learning outcomes.

According to the study of Sabio (2011), the mean level of acceptability

of the prepared module as forms of verbs was accepted as to its objectives,

pre-test/post-test, discussion and activities.

 20

Dumaraos (2011), says that post-test is a test given to students after

the completion of an instructional program or segment and used after in

conjunction with pre-test to measure their achievement and the effectiveness

of the program.

According to Delos Santos (2011), post test is the test given after a

lesson or period of instruction. In this research it is used to determine what

level of performance of students regarding on problem solving.

According to Javier (2011), after the students has done all the learning

activities suggested in the module, they need to take post-test. In the

improvement of the test score is more likely to occur. The post-test feedback

just likes the pre -test evaluation provided.

The related studies are similar to the present study because the aim of

the researcher is to evaluate also, if the students enhance their mathematical

capability after the discussion and peer-mediated learning approach is being

done.

Arguil (2013), collaborative learning is a useful tool in improving the

performance and learning of the learners in studying. It helps the students to

be competitive and boost their self-esteem and confidence toward learning.

Under the program Yale National Initiative (YNI), teachers were

provided a more collaborative model through more subject base training. It

puts equal emphasis on teachers increasing knowledge of the subject and

 21

divulging effective teaching strategies through series of seminars on subjects

in humanities and sciences. Articona (2012).

Bartolome as cited by Atienza (2009), states that teacher is in good

rapport with everyone who is concerned with the development of learners.

The gap between teachers, school activities and the community is narrowed

down when everyone is in dose collaboration.

The three major indicators of a healthy school culture are collaboration,

collegiality and efficacy. In appositive school culture here is a collaborative

and a collegial relationship between faculty and personnel members. People

share ideas, problems and solutions. Articona 2012.

Articona (2012), collaborative group work is particularly effective when

attempting tasks demanding high-level cognitive processes. Personal and

social development appear to be enhanced whereas, mutual concerns

developed, relationships across racial background are improved and positive

feelings towards school are increased.

Arguil (2013), with the unstoppable improvement and modernization,

having competent students and active learners are crucial. The use of

collaborative learning approach, students will be able to adopt to their

environment easily, work within a group and develop an active way of

learning and deep understanding regarding a certain topic.

The related studies are similar to the present study, because the

studies are all about the help and good effects of collaboration to the students
 22

now days. The present researcher also wants to know those factors that

affect collaboration in students learning.

Vega (2006), considers peer group as the next most influential entity

that mold human personality after the family. The peer group is a source of

powerful social rewards, including prestige, acceptance, status, and

popularity that can enhance the adolescent self-esteem. Those who are

accepted by their peers and who have reciprocal friendships usually have

higher self-esteem and do better in school.

According to Omas-as (2005), the peer group is a social group where

members have common interests, social position and age. It has unique

understanding of how to behave and trying to escape supervision from adults.

This arises from the individuals need to belong and be recognize. To avoid

negative influence on its members, the peer group needs adult guidance to

direct its member’s potentials and act towards wholesome endeavors.

Merril-Palmer (2008), investigates why peer group similarity at school

is burn out is due to peer group influence and the extent due to peer group

selection.(http:www.business.highbeam.com/425015/article/G118002834/pee

r-group-influence-add)

According to Spenner and Featherman, cited by Caraig (2014), “The

encouragement of one’s peer appears to shape ambitions more directly and

with greater impact any other source. These only shows that both parents and
 23

peers are highly affect the performance of the student to come up their

interest in studying their lesson.

According to Cammayo (2013), peer group offers children alike

opportunity to develop various social skill such as leadership, sharing,

teamwork and empathy. Peer groups also offer the opportunity to try

something new with new rules and interactions.

According to de Leon, cited by Hader (2011), there is a significant

effort of peer grouping on the attitudes of the students in relation with the

scholastic achievement, she said that teachers may coordinate with the effect

of their negative attitudes inside and out the classroom.

The related studies have similarity to the present study because the

studies gather by the researcher about the peer group is that they have a big

effect on the students’ behavior inside and out the classroom.

Abio (2012), cited advocates using the strategy at the beginning of the

year because the most important first step in establishing a culture in a group

is to get the crucial biases and realities and how the class will operate out in

the open early on. Joss proposes to use the author’s questions in a think-pair-

share type of discussion with capturing of ideas on the board and with

obtaining responses from other students.

Salabsabin (2009), cites that the use of visual aids was very important

during class discussion. It enhances the learning capacity of students for they

are not merely lifting to the teacher’s verbal explanation but is also viewing
 24

the important aspect of their instruction. In traditional method the teacher use

merely the chalk and the board method in explaining and demonstrating the

lesson. However, due to the development of technology, computers and

calculators are now available as a teaching device for the teachers.

Whole group discussion is a modified form of classroom lecture where

the focus is shared between the instructor and the students for information

transfer. Typically, an instructor will stand before a class and present

information for the students to learn but the students will also participate by

answering questions and providing examples. Cited by Goma (2013).

In mathematics there are problems to be solved by the students by

working with other classmates where in they can discuss problems in a

collaborative groups, the interactive learning is present. This will help

students to actively explore open-ended situations and enhance students

mathematical skills and interpersonal skills. Matienzo 2014.

Tarrant, M. (2005), unlike other agents of socialization, such as family

and school, peer groups allow children to escape the direct supervision of

adults. Among peers, children learn to form relationships on their own, and

have the chance to discuss interests that adults may not share with children,

such as clothing and popular music, or may not permit such a drug.

Hassi and Laursen (2014), Formal small- group or whole- class

discussion of student presented work as peers offer refinements, critiques, or

alternate solutions. Collaborative work develops communication skills, foster

 25

peer interdependence and a positive atmosphere, and provides insights that

math is “not just one way only”, as one student put it.

The related studies have relation to the present study, because the

studies find by the researcher about peer discussion is all about enhancing

the capability of the students in terms of academic matters.

Carl Roger’s Theory of Interpersonal Relations cited by Articona

(2012). States that the greater the congruence of experience, awareness and

communication on the part of an individual, the more the ensuing relationship

will evolve: a tendency toward reciprocal communication with a quality of

increasing congruence; a tendency toward more mutually accurate

understanding of the communications; improve psychological adjustment and

functioning in both parties; and a mutual satisfaction in the relationship.

Articona (2012), A human relation should have an atmosphere of

goodwill and cooperation to maintain harmony between teacher and principal,

teacher and pupil, pupil and other pupil and parents and teacher.

According to Bustos (2005), Education is a lifelong process and

socialization is also a continuous process of learning both the development of

man and society. Socialization begins within the intimate relationships in the

home and the most potent and effective socializing agent the school. The

study of Bustos explained that socialization as a continuous process because

of its social process of common behavior and relationships to the droup have
 26

a great influence on the individual positively and negatively depending on

where he/she belongs.

According to Gilligan (2006), the theory of oral development sees

people in terms of their connectivity with theirs and focuses on interpersonal

communications, and their relation and concern for them.

Adolescent friendships are typically more intimate than those previous

stages and involve a greater sharing of problems. In turn, peer relationships

facilitate the process of separating from parents and establishing one’s own

identity. Tracy (2004-2005)

Goma and Leander cited by Diaz (2013), study the relation of

approaches in teaching to the improvement of motivation of students learning

in Mathematics. They found out that approaches in teaching have an effect on

the performance of the students. They highly recommend that in order to

facilitate learning, teachers should, motivate the students well, for it makes

the students more receptive and interested toward learning.

The related studies are similar to the present study in terms of good

relationship of students by their peer. This relation gives a positive effect to

them and also encourages them to focus on their schooling.

 27

Chapter 3

RESEARCH METHODOLOGY

This chapter consists of research design, population and sampling,

research procedures, research instrument and statistical treatment of data.

Research Design

The study utilized the descriptive method of research. Method is

design to simply test an idea to determine if Peer-Mediated Learning

Approach has effect in the Mathematical Capability of Grade 9 students at

Linga National High School.

Descriptive method as defined by Calmorin (2003) is a way that

focuses at the present condition. The purpose is to find new truth. The fact

may have many different forms such as increase quantity o knowledge,

afresh generalization or “original law” a rise sight into factors, which are

separating, the discovery of a first-hand relationship, a more accurate

formulation of the problem to be solved and many other.

Respondents of the Study

The researcher selected Linga National High School which consists of

seven (7) sections in Grade 9 and only one (1) section used in this study. This

section consists of forty (40) students and only thirty (30) of them chose as

the respondents of this research study.

 28

Sampling Technique

Purposive sampling was used in this research work in selecting the

respondents.

Purposive sampling is a type of non- probability sampling in which the

researcher subjectively select who attempts to obtain a sample that appears

to be representative of the population. The chance that a particular sampling

unit selected as the sample depends upon the subjective judgment of the

researcher.

Research Procedure

The first step made by the researcher was identifying the research

problem. Then the researcher analyzed the problem and made the

introduction, background of the study, theoretical framework and conceptual

framework. After that the data were collected about related literature and

related studies of the variables of the study.

The researcher also made written request signed and noted by the

thesis adviser for permission to conduct the study at Linga National High

School, Linga Pila, Laguna. Permission to conduct the study was asked from

the Principal, Mathematics teacher, and the Class adviser of the Grade 9

students as the respondents of the research, researcher asked them

personally accompanying with the communication letter.

Then, the researcher construct a pre-test, post-test and a

questionnaire-checklist that contain the statements pertaining to the Peer-

 29

Mediated Learning and the Mathematical Capability among Grade 9 students.

And the questionnaire-checklist was revised and the final draft was validated

to assure the accuracy and acceptance of the questions included o the said

form. And soon that the researcher met her respondents pre-test was

conducted. Then when the teacher finished discussing the lesson post-test

was given and the respondents answered together the questionnaire.

Research Instrument

The primary instrument in this study was the constructed pre-test and

post-test in Mathematics consisting of the lessons of Grade 9 students at

Linga National High School.

A 20 item pre-test and post-test was answered by the students to

determine their achievements in mathematics. A scale was used to determine

the bracket where a student’s performance belongs. The rating scale is as

follows:

Scale Interpretation

17.00-20.00 Outstanding

13.00-16.00 Very Satisfactory

9.00-12.00 Satisfactory

5.00-8.00 Fair

0.00-4.00 Needs Improvement

The researcher also used a questionnaire-checklist. The

questionnaire-checklists were composed of questions regarding the Peer-

Mediated Learning Approach and the Mathematical Capability of Grade 9

 30

students. They were able to determine how the students see peer-mediated

learning as a help with their studies. The questionnaire was answered using

the scale given below:

Rating Range Description Verbal Interpretation

5 4.20-5.00 Strongly Agree Very Effective (VE)
4 3.40-4.19 Agree Effective (E)
3 2.60-3.39 Moderately Agree Moderately Effective (ME)
2 1.80-2.59 Disagree Less Effective (LE)
1 1.00-1.79 Strongly Disagree Not Effective (NE)

Statistical Treatment of Data

To determine the mathematical capability of the students the

researcher used the weighted mean and the standard deviation.

The standard deviation is a measure of how widely values were

dispersed from the average value (the mean).

The t-test for correlated means was used to determine the

effectiveness of peer mediated learning approach on the mathematical

capability of the students.

 31

Chapter 4

PREESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis and interpretation of

data. All specific questions in the statement of the problem may answer in this

chapter and supported by the tables.

In accordance to the questions and hypothesis of this study, statistics

was applied based in the questionnaire administered that is relevant to the

study of Peer-Mediated Learning Approach and the Mathematical Capability

of Grade 9 students of Linga National High School S.Y. 2015-2016.

The presentation contains the dependent variable: mathematical

capability in terms of pre-test and post-test and the independent variable:

peer-mediated learning approach in terms of collaboration, peer discussion

peer group and peer relation.

Status of Peer Mediated Learning Approach in terms of Collaboration

Table 1 presents the status of peer-mediated learning approach in

terms of collaboration.

The statements “Enjoy cooperating with other classmates in terms of

groupings”, “Shows respect to one another”, “Work fairly during classroom

activity”, “Enjoy having conversation with other classmates in relation with

mathematics” ,”Share ideas whenever it is needed” has a mean in the range

 32

of 4.20-5.00 which has a rank of 1, 2, 3.5 and 5 and all are interpreted as

Very Effective. The indicator collaboration attained the weighted mean of 4.39

getting the verbal interpretation of Very Effective and the standard deviation

of 0.68 which shows that the ratings are homogenous.

Table 1. Status of Peer-Mediated Learning Approach in terms of

Collaboration.

Items Mean SD Rank Verbal

Interpretation
1. Enjoy cooperating with 4.33 0.66 3.5 Very Effective
other classmates in
terms of groupings.
2. Shows respect to one 4.57 0.90 1 Very Effective
another.
3. Work fairly during 4.53 0.68 2 Very Effective
classroom activity.
4. Enjoy having
conversation with other
classmates in relation 4.17 0.59 5 Effective
with mathematics.
5. Share ideas whenever it 4.33 0.54 3.5 Very Effective
is needed
Weighted Mean 4.39 Very Effective

Legend:

Rating Range Description Verbal Interpretation

5 4.20-5.00 Strongly Agree Very Effective (VE)
4 3.40-4.19 Agree Effective (E)
3 2.60-3.39 Moderately Agree Moderately Effective (ME)
2 1.80-2.59 Disagree Less Effective (LE)
1 1.00-1.79 Strongly Disagree Not Effective (NE)

The findings for the indicator collaboration of the peer-mediated

learning approach is supported by the study of Black (2008), which is a good

learning is something that is collaborative and social, not competitive and

isolated.
 33

The above studies are supported the present study in a sense that

through peer-mediated learning approach students easily attain knowledge by

collaboration.

Status of Peer Mediated Learning Approach in terms of Peer Group

Table 2 presents the status of peer-mediated learning approach in

terms of peer group.

Table 2. Status of Peer-Mediated Learning Approach in terms of Peer

Group.

Items Mean SD Rank Verbal

Interpretation
1. My friends help me if I
have difficulty in my
math subject. 4.27 0.58 3 Very Effective

2. My peer encourage me 4.27 0.52 3 Very Effective

to pursue my academic
goals.
3. “My friends influence my 4.27 0.58 3 Very Effective
attitude towards
mathematics subject.
4. My peer affects my
performance in
mathematics in a good 4.33 0.55 1 Very Effective
way.
5. My friends broaden my 4.17 0.53 5 Effective
knowledge regarding
mathematics.
Weighted Mean 4.26 0.55 Very Effective

Legend:

Rating Range Description Verbal Interpretation

5 4.20-5.00 Strongly Agree Very Effective (VE)
4 3.40-4.19 Agree Effective (E)
3 2.60-3.39 Moderately Agree Moderately Effective (ME)
2 1.80-2.59 Disagree Less Effective (LE)
1 1.00-1.79 Strongly Disagree Not Effective (NE)
 34

The statements “My friends help me if I have difficulty in my math

subject ”, “My peer encourages me to pursue my academic goals”, “My

friends influence my attitude towards mathematics subject”, “My peer affects

my performance in mathematics in a good way” ,”My friends broaden my

knowledge regarding mathematics” has a mean in the range of 4.20-5.00

which has a rank of 1, 3, 5 and all are interpreted as Very Effective.

The indicator peer group attained the weighted mean of 4.27 getting

the verbal interpretation of Very Effective and the standard deviation of 0.02

which shows that the ratings are homogenous.

The findings for the indicator peer group of the peer-mediated learning

approach is supported by the study of Mankiw on 2006, that student’s

performance in school is affected through the people they are interacting with.

Students could benefit from their high achieving classmates for influencing

them to study, as a result they might as well earn high grades but if the

students are interacting more on their low classmate, they might adapt their

attitude in studying in return and earn low grades.

The above studies are related to the present study in a sense that the

learning of the students depend on the peer group they belongs to.

Status of Peer Mediated Learning Approach in terms of Peer Discussion

Table 3 presents the status of peer-mediated learning approach in

terms of peer discussion.

 35

Table 3. Status of Peer-Mediated Learning Approach in terms of Peer

Discussion.

Items Mean SD Rank Verbal

Interpretation
1. Respect the decision
and opinions of my
classmates. 4.53 0.51 1 Very Effective

2. I learned more about 4.4 0.55 2 Very Effective

mathematics whenever
I’m with my peer.
3. I acquired new
knowledge from my peer
if there was discussion 4.33 0.55 3 Very Effective
happened.
4. My peer helps me to
discover my own skills
and strength with 4.2 0.48 5 Very Effective
regards to mathematics.
5. My peer gives support
and helps me
understand the topic in 4.23 0.57 4 Very Effective
mathematics if I need it
the most.
Weighted Mean 4.34 0.53 Very Effective

Legend:

Rating Range Description Verbal Interpretation

5 4.20-5.00 Strongly Agree Very Effective (VE)
4 3.40-4.19 Agree Effective (E)
3 2.60-3.39 Moderately Agree Moderately Effective (ME)
2 1.80-2.59 Disagree Less Effective (LE)
1 1.00-1.79 Strongly Disagree Not Effective (NE)

The statements “Respect the decision and opinions of my classmates”,

“I learned more about mathematics whenever I’m with my peer”, “I acquired

new knowledge from my peer if there was discussion happened”, “My peer

helps me to discover my own skills and strength with regards to mathematics”

”My peer give me support and help me understand the topic in mathematics if
 36

I need it the most” has a mean in the range of 4.20-5.00 which has a rank of

1, 2, 3, 4, 5 and all are interpreted as Very Effective.

The indicator peer discussion attained the weighted mean of 4.27

getting the verbal interpretation of Very Effective and the standard deviation

of 0.04 which shows that the ratings are homogenous.

The findings for the indicator peer discussion of the peer-mediated learning

approach is supported by the study of De Capiaris (2005) which suggest that

lecture leads to the ability to recall facts, but discussion produces higher level

comprehension. Further, research on group-oriented discussion methods has

shown that team learning and student led discussions not only produce

favorable student performance outcomes but also promote great participation,

self confidence and leadership ability.

The above studies are related to the present study in the sense that

students can gain more knowledge especially in mathematics if the teachers

or students themselves have their own will to form a group discussion among

all students so that they can get more ideas and also share to someone what

they know, in that case it is not just sharing of ideas but also they are

practicing their communication and social skills that can help a lot to every

individuals. .

Status of Peer Mediated Learning Approach in terms of Peer Relation

Table 4 presents the status of peer-mediated learning approach in

terms of peer relation.

 37

Table 4. Status of Peer-Mediated Learning Approach in terms of Peer

Relation.

Items Mean SD Rank Verbal

Interpretation
1. I approach my peer to 4.27 0.54 4 Very Effective
ask help whenever I did
not understand the topic.
2. I have smooth 4.23 0.65 1.5 Very Effective
interrelationship with my
peer especially in
mathematics period.
3. I enjoyed more time in 4.27 0.54 4 Very Effective
mathematics when I’m
with my friends.
4. My friends always
encourage me to focus
in mathematics even if 4.23 0.44 1.5 Very Effective
sometimes I got irritated.
5. I always find time to get
along with my peers if it
is related to 4.27 0.52 4 Very Effective
mathematics.
Weighted Mean 4.25 0.54 Very Effective

Legend:

Rating Range Description Verbal Interpretation

5 4.20-5.00 Strongly Agree Very Effective (VE)
4 3.40-4.19 Agree Effective (E)
3 2.60-3.39 Moderately Agree Moderately Effective (ME)
2 1.80-2.59 Disagree Less Effective (LE)
1 1.00-1.79 Strongly Disagree Not Effective (NE)

The statements “I approach my peer to ask help whenever I did not

understand the topic”, “I have smooth interrelationship with my peer

especially in mathematics period”, “I enjoyed more time in mathematics when

I’m with my friends”, “My friends always encourage me to focus in

mathematics even if sometimes I got irritated” ,”I always find time to get along
 38

with my peers if it is related to mathematics” has a mean in the range of 4.20-

5.00 which has a rank of 1.5, 4 and all are interpreted as Very Effective.

The indicator peer discussion attained the weighted mean of 4.25

getting the verbal interpretation of Very Effective and the standard deviation

of 0.07 which shows that the ratings are homogenous.

The findings for the indicator peer discussion of the peer-mediated

learning approach is supported by the study of Hamburg (2011), which states

that despite of so much change in today’s society, the fundamental tasks of

growing up still endure- to find a place in a valued grouped that gives a sense

of belonging; to identify and master tasks that are generally recognizes as

having value and therefore can earn respect. Ego Booster Books acquire a

sense of worth as a person; and to develop reliable and predictable

relationships with other people, especially a few close friends and love ones.

The above studies are related to the present study in a sense that

through peer-mediated learning approach students can also gain experience

and connect more with their peers. It also serves as a foundation of strong

bond of relationship between the students.

Level of Students’ Performance in Pre-test

Table 5 shows the performance of the pupils in pre-test.

The table indicates that out of thirty (30) grade nine students, none of

them got the score from 17 to 20 under the level of Outstanding, and 13 to 16

under the level of Very Satisfactory, 26 or 87% of them scored from 9 to 12

 39

under the level of Satisfactory, 4 or 13% scored 5-8 under the level of fair and

none of them scored or 0-4 under the level of needs improvement. And the

average mean of 9.68 with standard deviation of 1.25 implies that the level of

the students’ performance in pre-test was Satisfactory.

Table 5. Level of Students’ Performance in Pre-test

Scores Frequency Relative Remarks

Frequency
17-20 0 0% Outstanding

13-16 0 0% Very Satisfactory

9-12 26 87% Satisfactory

5-8 4 13% Fair

0-4 0 0% Needs Improvement

Total 30 100%

Mean: 9.83 - Satisfactory

Legend:
Scale Interpretation
17.00-20.00 Outstanding
13.00-16.00 Very Satisfactory
9.00-12.00 Satisfactory
5.00-8.00 Fair
0.00-4.00 Needs Improvement

Based on the analyzed data, it shows that none scored in the highest

range of scores and no one also scored in the lowest range. It only shows

that the students have a satisfactory and fair performance without using the

peer-mediated learning approach inside a class.

 40

Level of Students’ Performance in Post-test

Table 6 shows the performance of the students in post-test.

Table 6. Level of Students’ Performance in Post-test

Scores Frequency Relative Frequency Remarks

17-20 14 47% Outstanding

13-16 15 50% Very Satisfactory

9-12 1 3% Satisfactory

5-8 0 0% Fair

0-4 0 0% Needs Improvement

Total 30 100%

Weighted Mean: 16.4 - Very Satisfactory

Legend:
Scale Interpretation
17.00-20.00 Outstanding
13.00-16.00 Very Satisfactory
9.00-12.00 Satisfactory
5.00-8.00 Fair
0.00-4.00 Needs Improvement

The table indicates that out of thirty (30) grade nine students14 or 47%

of them where in level of Outstanding which got the score from 17 to 20 then,

15 or 50% of them scored from 13 to 16 under the level of Very Satisfactory,

1 or 3% of them scored from 9 to 12 under the level of Satisfactory, then none

of them scored 5-8 and 0-4 under the level of fair and needs improvement,

respectively. The average mean was 16.4 with the standard deviation of 1.59

which reveals that the mean level of the pupils in post-test was Very

Satisfactory.
 41

Based on the analyzed data, it shows that there are students who

scored on the highest range compared to the pre-test and none scored on the

last two lowest ranges of scores. It only proves that the students gained more

knowledge if they are involved in peer-mediating learning approach

Significant Difference between the Mathematical Capability in terms of

Pre-test and Post-test of the Students

Table 7 presents the significant difference between the pre-test and

post-test scores of the students.

As can be seen from the table, the mean of pre-tests’ results got a

mean value of 9.83 and a standard deviation of 1.23 with a remarked of

Satisfactory while the post-tests’ results of the students exceeds, it has a

mean value of 16.4 and a standard deviation of 1.59 which is remarked as

Very Satisfactory. The standard deviation of pre-test and post-test showed

that the scores attained by the respondents are closed to each other and on

the same level.

Table 7: Significant Difference between the Mathematical Capability in

terms of Pre-test and Post-test

Criteria Mean SD Interpretation

Pre-test 9.83 1.23 Satisfactory
Post-test 16.4 1.59 Very Satisfactory
Legend:
Scale Interpretation
17.00-20.00 Outstanding
13.00-16.00 Very Satisfactory
9.00-12.00 Satisfactory
5.00-8.00 Fair
0.00-4.00 Needs Improvement
 42

The mean value of pre-test and post-test only implied that there is a

significant difference between their test results from the start and at the end of

the activity.

The study was supported by Capistrano 2013, that the idea of post

testing of the students is often accepted as a viable method to assess the

extent to which an educational intervention has an impact on students

learning.

The statement of Capistrano 2013 was related to the findings of this

study in a sense that by the use of pre-test and post-test result it can help to

easily determine the strength of the students and where they have difficulties

in terms of academic performance.

Effect of the Peer-Mediated Learning Approach on the respondents’

Mathematical Capability

The table 8 presents the effect of peer-mediated learning approach on

the mathematical capability of the students.

Table 8. Effect of the Peer-Mediated Learning Approach on the

respondents’ Mathematical Capability

Test Mean SD Mean df Compute Critical Analysis

Difference d t-value t-value
Pre- 9.83 1.23
test
Post- 16.4 1.59 -6.57 29 -17.52 2.00 Significant
test

In determining the effect of peer-mediated learning approach into the

students’ mathematical capability, the data showed in table 8 were computed

 43

electronically using Microsoft Excel 2007® and statistically treated using

mean, standard deviation and two tailed t-test. The computed value of -17.52

is greater than the critical t-value of 2.00 regardless of the sign which shows

that there is a significant difference between the pre-test and post-test scores.

Based on the analyzed data, the interpretation of the result is significant.

Therefore the hypothesis is rejected. It revealed that the peer-mediated

learning approach has significant relationship in the mathematical capability

of the students.

According to the study of Matienzo 2014, in mathematics there are

problems to be solved by the students by working with other classmates

where in they can discuss problems in a collaborative groups, the interactive

learning is present. This will help students to actively explore open-ended

situations and enhance student’s mathematical skills and interpersonal skills.

The above study is related to the findings of the study in the sense that

with the help peer-mediated learning approach students can improve their

mathematical capability.

.
 44

Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the findings of the study, conclusions and

recommendations based on the findings.

Summary

This study aimed to determine if peer-mediated learning approach has

effect in the mathematical capability of Grade Nine students of Linga National

High School S.Y. 2015-2016. It sought to answer the following questions (1)

What is the status of the students in peer-mediated learning approach in

terms of collaboration, peer discussion, peer group and peer relation? (2)

What is the mean level of performance before and after the Grade 9 students

used the peer-mediated learning approach, pre test and post test? (3) Is there

a significant effect between the peer-mediated learning approach and the

mathematical capability of the students by the use of pre test and post test

result?

The descriptive method was used in this study to determine if peer-

mediated learning approach helps in the mathematical capability of Grade

Nine students of Linga National High School S.Y. 2015-2016. The

 45

questionnaire which has twenty (20) question that is used in the collection of

data.

The statistical treatment used was mean and standard deviation. The t-test

was used to determine the effectiveness of peer-mediated learning approach

in the mathematical capability of the Grade nine students.

Based on the gathered data of this study, the findings of this study

were the following:

1. The Status of Peer-Mediated Learning Approach in Terms of

Collaboration, Peer Group, Peer Discussion and Peer Relation.

The average mean of 4.39 and standard deviation of 0.68 indicated

that collaboration was Very Effective, the average mean of 4.26 and standard

deviation of 0.55 stated that peer group was Very Effective, the average of

4.34 and standard deviation of 0.53, indicated that peer discussion was Very

Effective, and the average mean of 4.25 and standard deviation of 0.54 stated

that peer relation was Very Effective.

2. The Pre-test and Post-test Mean Scores of Grade Nine Students.

The pre-test of the students having the mean score of 9.83 and

standard deviation of 1.23 and was interpreted as Satisfactory and the post

test of the students with the mean score of 16.33 and standard deviation of

1.59 and was interpreted as Very Satisfactory.

3. Significant difference of pre-test and post-test mean scores.

 46

The pre-test and post-test obtained a mean difference of 6.57.

Therefore, there is a significant difference between the scores obtained by the

students.

4. Significant effect of the peer-mediated learning approach in the

mathematical capability of the students.

The computed t-value of -17.52 and critical t-value of 2.00.

Therefore, peer-mediated learning approach has an effect in the

mathematical capability of the Grade 9 students.

Conclusion

Based on the findings of the study, the following conclusions were

made.

The respondents’ perception on peer-mediated learning approach in

terms of collaboration, peer group, peer discussion and peer relation was

Very Effective. The performance of students in the pre-test and post-test were

Satisfactory and Very Satisfactory respectively. It proves that peer-mediated

learning approach has a significant effect in the mathematical capability of

grade nine students in Linga National High School. Therefore, the hypothesis

was rejected.

Recommendations

Based on the conclusions drawn from the study, the following

recommendations are hereby endorsed:

1. Students are advised to find time to collaborate with their peers and
 47

share ideas regarding their lesson. Since asking help with their peer is a big

help for them whenever there is a topic especially in mathematics that they

cannot understand when the teacher discussed it. This approach can also

improve the social and academic skills of the students.

2. For the teachers, encourage the students practice peer-mediated

learning approach to learn by their own.

3. Schools must have to promote the peer-mediated learning approach to

both teachers and students. And let be implemented inside the classroom in

any subject because it can help a lot to the learning of the students.

4. Similar studies like effectiveness of peer-mediated learning approach

in mathematics subject must be conducted in the future for the further

enhancement of the findings of the study.

 48

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 52

APPENDIX A

Letter of Request
Republic of the Philippines
Laguna State Polytechnic University
Main Campus
Santa Cruz, Laguna

December, 2015
Greg M. Ibesate Ed. D
Principal of Linga National HighSchool
Sir:
Good Day!
The undersigned is presently conducting a research entitled
“Peer-Mediated Learning in Enhancing the Mathematical Capability of Grade
9 students of Linga National High School” as a final requirement for
completing the degree of Bachelor of Secondary Education Major in
Mathematics.
In connection with this, I would like to ask permission from your
good office to allow me to use your Grade 9 students as selected
respondents of my study. Rests assure that the responses will be used solely
for the purpose of this study.
I hope this letter merits your positive response regarding this
matter which I will appreciate very much.
Respectfully yours,

VANESSA S. GABO
Researcher
Noted by:

A/PROF ERLINDA C. LABAGO

Thesis Adviser

LUCITA G. SUBILLAGA, ED.D.

Dean of College of Teacher Education
 53

Approved by:
GREG M. IBESATE ED. D
Principal of Linga National High School
APPENDIX B

Pre-Test
Republic of the Philippines
Laguna State Polytechnic University
Sta. Cruz Main Campus
Sta. Cruz Laguna
S.Y. 2015-2016
College of Teacher Education

Name:_____________________ Date:___________

Grade/Section:_______________

Test I. Geometry

Direction: Read the question carefully. Encircle the letter that correspond
your answers.

1. Angles A and B are complementary and the measure of angle A is twice the
measure of angle B. Find the measures of angles A and B.

A. 60,30 C. 70,20

B. 50,40 D. 65,25
2. ABCD is a parallelogram such that AB is parallel to DC and DA parallel to CB.
The length of side AB is 20 cm. E is a point between A and B such that the
length of AE is 3 cm. F is a point between points D and C. Find the length of
DF such that the segment EF divide the parallelogram in two regions with
equal areas.

A. 20 cm C. 18 cm
 54

B. 17 cm D. 19 cm

3. Find the measure of angle A in the figure below.

A.88 C.75

B.87 D.70

4. ABC is a right triangle. AM is perpendicular to BC. The size of angle ABC is

equal to 55 degrees. Find the size of angle MAC.

A. 60 C. 55

B. 65 D. 40

5. Find the size of angle MBD in the figure below.

 55

A. 75 C. 72

B. 80 D. 65

6. The size of angle AOB is equal to 132 degrees and the size of angle COD is
equal to 141 degrees. Find the size of angle DOB.

A. 87 C. 79

B. 95 D. 93

7. Find the size of angle x in the figure.

A. 24 C. 20

B.30 D. 32

8. The rectangle below is made up of 12 congruent (same size) squares. Find

the perimeter of the rectangle if the area of the rectangle is equal to 432
squarecm.
.
 56

A.65 cm C. 84 cm

B.72 cm D. 78 cm

9. ABC is a right triangle with the size of angle ACB equal to 74 degrees. The
lengths of the sides AM, MQ and QP are all equal. Find the measure of angle
QPB.

A. 145 C. 150

B. 148 D. 165

10. Find the area of the given shape.

A. 265 cm2 C. 325 cm2

 57

B. 300 cm2 D. 270 cm2

Test II. Algebra

Direction: Simplify the following algebraic expressions. Write your answer on

the space provided.

1) 2(x - 9) + 6(-x + 2) + 4x _______________________

2) 3x2 + 12 + 9x - 20 + 6x2 - x _______________________

3) -6x + 5 + 12x -6 _______________________

4) (x + 2)(x + 4) + (x + 5)(-x - 1) _______________________

5) (x2y)(xy2) _______________________

(ab2 )(a3 b)
6) _______________________
(a2 b3 )

(21 𝑥 5 )
7) _______________________
(3 𝑥 4 )

(4𝑥−12)
8) _______________________
4

(−5𝑥−10)
9) _______________________
(𝑥+2)

(𝑥 2 −4𝑥−12)
10) (𝑥 2 −2𝑥−24) ______________________
 58

APPENDIX C

Post-Test
Republic of the Philippines
Laguna State Polytechnic University
Sta. Cruz Main Campus
Sta. Cruz Laguna
S.Y. 2015-2016
College of Teacher Education

Name:_____________________ Date:___________

Grade/Section:_______________

Test I. Geometry

Direction: Read the question carefully. Encircle the letter that correspond
your answers.

1. Angles A and B are complementary and the measure of angle A is twice the
measure of angle B. Find the measures of angles A and B.

A.60,30 C. 70,20

B.50,40 D. 65,25

2. ABCD is a parallelogram such that AB is parallel to DC and DA parallel to CB.

The length of side AB is 20 cm. E is a point between A and B such that the
length of AE is 3 cm. F is a point between points D and C. Find the length of
DF such that the segment EF divide the
parallelogram in two regions with equal areas.
 59

A. 20 cm C. 18 cm

B. 17 cm D. 19 cm

3. Find the measure of angle A in the figure below.

A.88 C.75

B.87 D.70

4. ABC is a right triangle. AM is perpendicular to BC. The size of angle ABC is

equal to 55 degrees. Find the size of angle MAC.

A. 60 C. 55

C. 65 D. 40

5. Find the size of angle MBD in the figure below.

 60

A. 75 C. 72

B. 80 D. 65

6. The size of angle AOB is equal to 132 degrees and the size of angle COD is
equal to 141 degrees. Find the size of angle DOB.

A. 87 C. 79

C. 95 D. 93

7. Find the size of angle x in the figure.

A. 24 C. 20

B.30 D. 32
 61

8. The rectangle below is made up of 12 congruent (same size) squares. Find

the perimeter of the rectangle if the area of the rectangle is equal to 432
squarecm.
.

A.65 cm C. 84 cm

B.72 cm D. 78 cm

9. ABC is a right triangle with the size of angle ACB equal to 74 degrees. The
lengths of the sides AM, MQ and QP are all equal. Find the measure of angle
QPB.

A. 145 C. 150

B. 148 D. 165

10. Find the area of the given shape.

 62

A. 265 cm2 C. 325 cm2

B. 300 cm2 D. 270 cm2

Test II. Algebra

Direction: Simplify the following algebraic expressions. Write your answer on

the space provided.

1.) 2(x - 9) + 6(-x + 2) + 4x _______________________

2. 3x2 + 12 + 9x - 20 + 6x2 - x _______________________

3. -6x + 5 + 12x -6 _______________________

4. (x + 2)(x + 4) + (x + 5)(-x - 1) _______________________

5. (x2y)(xy2) _______________________

(ab2 )(a3 b)
6, _______________________
(a2 b3 )

(21 𝑥 5 )
7. _______________________
(3 𝑥 4 )

(4𝑥−12)
8. _______________________
4
 63

(−5𝑥−10)
9. _______________________
(𝑥+2)

(𝑥 2 −4𝑥−12)
10. (𝑥 2 −2𝑥−24) ______________________

APPENDIX D

Key to Correction for Pre-test/Post-test

Republic of the Philippines
Laguna State Polytechnic University
Sta. Cruz Main Campus
Sta. Cruz, Laguna

TEST I.

1. A 6. D

2. B 7. A

3. B 8. C

4. C 9. B

5. C 10. D
 64

TEST II.

1. -6 5. x3y3 9. -5

2. 9x2 + 8x - 8 6. a2 10. (x + 2)/(x + 4)

3. 6x - 1 7. 7x

4. 3 8.x

APPENDIX E

Questionnaire-Checklist
Republic of the Philippine
Laguna State Polytechnic University
Sta. Cruz Main Campus
Sta. Cruz, Laguna
Name:______________________ Date:___________

Year and Section:_____________

DIRECTION: Read the following statements carefully. Put a check that

correspond your answers.

Questionnaire-Checklist

5 - Strongly Agree

4 - Agree

3 - Undecided

2 - Disagree
 65

1 - Strongly Disagree

Collaboration
5 4 3 2 1
1. Enjoy cooperating with other classmates in
terms of groupings.
2. Shows respect to one another.
3. Work fairly during classroom activity.
4. Enjoy having conversation with other
classmates in relation with Mathematics.
5. Share ideas whenever it is needed.

Peer Group
5 4 3 2 1
1. My friends help me if I have difficulty in my
math subject.
2. My peers encourage me to pursue my
academic goals.
3. My friends influence my attitude towards
Mathematics subject.
4. My peers affect my performance in
Mathematics in a good way.
5. My friends broaden my knowledge regarding
Mathematics.

Peer Discussion
5 4 3 2 1
1. Respect the decision and opinions of my
classmates.
2. I learned more about Mathematics whenever
I’m with my peers.
3. I acquired new knowledge from my peers if
there’s a discussion happen.
4. My peers help me to discover my own skills
and strength with regards to Mathematics.
5. My peers give me support and help me
understand the topic in mathematics if I need it
the most.

Peer Relation
 66

5 4 3 2 1
1. I approach my peers to ask help whenever I
did not understand the topic.
2. I have smooth interrelationship with my peers
especially in Mathematics time.
3. I enjoyed more time in Mathematics when I’m
with my friends.
4. My friends always encourage me to focus in
Mathematics even if, sometimes I got irritated.
5. I always find time to get along with my peers if
it is related to Mathematics.

Appendix F

Pre-test and Post-Test Scores

Student Pre-test Post-test

1 8 16
2 9 15
3 9 18
4 8 14
5 10 17
6 9 17
7 10 16
8 9 19
9 9 12
10 11 18
11 10 17
12 10 16
13 9 16
14 9 15
15 8 14
16 8 15
17 11 17
18 12 17
19 11 16
20 9 16
21 10 15
22 12 19
23 9 16
24 10 17
 67

25 12 19
26 10 18
27 12 16
28 10 16
29 10 18
30 11 17
Mean 9.83 16.4
SD 1.23 1.59
Mean Difference -6.57

Appendix G

Data matrix of Peer-Mediated Learning in terms of Collaboration

Collaboration
Respondents Q1 Q2 Q3 Q4 Q5
1 4 5 5 5 4
2 4 5 4 3 3
3 4 4 4 4 4
4 5 5 5 4 4
5 4 5 5 4 4
6 4 4 4 4 4
7 5 5 5 5 5
8 4 5 5 4 4
9 4 5 4 5 4
10 5 5 5 5 5
11 5 5 5 5 5
12 4 5 5 4 4
13 4 5 5 4 4
14 2 1 2 4 4
15 4 5 5 3 4
16 4 5 4 3 4
17 5 5 5 5 5
18 5 5 5 5 5
19 4 4 4 4 5
20 5 5 5 5 5
21 4 5 5 4 5
 68

22 4 5 5 4 4
23 4 5 4 4 4
24 5 5 5 4 4
25 4 5 5 4 4
26 5 3 4 4 5
27 5 4 4 4 4
28 4 4 4 4 4
29 5 5 5 4 5
30 5 3 4 4 5
Average 4.33333 4.566667 4.533333 4.166667 4.333333
Weighted Mean 4.39
Standard Deviation 0.68

Appendix H

Data matrix of Peer-Mediated Learning in terms of Peer-Group

Peer-Group
Respondents Q1 Q2 Q3 Q4 Q5
1 4 4 5 5 4
2 5 4 4 3 4
3 4 4 4 4 4
4 4 4 4 4 4
5 4 4 3 4 4
6 4 4 4 4 4
7 4 4 4 4 4
8 5 5 4 5 5
9 5 5 4 4 4
10 4 4 4 4 4
11 4 4 4 4 4
12 4 4 4 4 4
13 5 4 4 4 4
14 3 3 4 5 3
15 4 5 4 4 4
16 4 4 4 4 3
17 5 5 5 5 5
18 5 5 5 5 5
19 4 4 5 4 4
20 5 5 5 5 5
21 5 4 5 4 5
 69

22 4 4 5 5 5
23 4 4 4 5 4
24 5 5 5 5 5
25 4 4 4 4 4
26 4 5 5 5 4
27 4 4 4 4 4
28 4 4 4 4 4
29 3 5 5 5 4
30 5 4 3 4 4
Average 4.266667 4.266667 4.266667 4.333333 4.166667
Weighted Mean 4.26
Standard Deviation 0.55

Appendix I

Data matrix of Peer-Mediated Learning in terms of Peer-Discussion

Peer-Discussion
Respondents Q1 Q2 Q3 Q4 Q5
1 5 5 4 4 4
2 4 4 4 3 3
3 4 4 4 4 4
4 4 4 4 4 4
5 5 4 5 4 4
6 4 4 4 4 4
7 5 4 4 4 4
8 5 5 5 4 5
9 5 4 4 4 4
10 5 4 4 4 4
11 5 5 5 5 5
12 5 4 4 4 4
13 5 4 4 4 4
14 4 5 4 5 3
15 5 4 4 4 4
16 4 4 4 4 4
17 5 5 5 4 5
18 5 3 5 5 5
19 4 5 3 4 4
20 5 5 5 5 5
 70

21 5 4 5 5 5
22 5 5 4 4 4
23 4 4 4 4 4
24 5 5 5 5 5
25 4 4 4 4 4
26 4 5 5 4 4
27 4 5 4 4 4
28 4 5 5 4 4
29 4 4 4 5 5
30 4 5 5 4 5
Average 4.533333 4.4 4.333333 4.2 4.233333
Weighted Mean 4.34
Standard Deviation 0.53

Appendix J

Data matrix of Peer-Mediated Learning in terms of Peer-Relation

Peer-Relation
Respondents Q1 Q2 Q3 Q4 Q5
1 4 4 5 4 5
2 3 3 4 4 3
3 4 4 4 4 4
4 4 4 4 4 4
5 4 4 4 4 4
6 4 4 4 4 4
7 4 4 5 4 4
8 5 5 5 5 4
9 4 3 4 4 4
10 5 5 5 4 4
11 4 5 4 5 5
12 4 4 4 4 5
13 4 4 4 4 5
14 5 5 3 4 5
15 4 4 4 4 4
16 5 3 5 5 4
17 4 4 4 4 4
18 5 5 5 5 5
19 4 4 4 4 4
20 5 5 4 4 4
 71

21 5 4 5 5 4
22 4 5 4 4 4
23 4 4 5 4 5
24 4 4 4 4 4
25 5 5 4 5 4
26 4 4 5 5 5
27 4 4 4 4 4
28 4 5 5 4 4
29 4 4 4 4 5
30 5 5 3 4 4
Average 4.266667 4.233333 4.266667 4.233333 4.266667
Weighted Mean 4.25
Standard Deviaton 0.54

Appendix K

Data Analysis

t-Test: Two-Sample Assuming Equal Variances

pre-test post-test
Mean 9.8333 16.6333

Variance 1.5230 2.9989

Observations 30 30
Pooled Variance 2.26091954

Hypothesized Mean 0
Difference
df 29
t Stat -17.5151

P(T<=t) one-tail 3.92785E-25

t Critical one-tail 1.6716

P(T<=t) two-tail 7.85571E-25

 72

t Critical two-tail 2.0017