SAN PASCUAL SENIOR

HIGH SCHOOL I

Peer Tutoring: A Creative Way to Improve

Student’s EIM Performance

A Research Paper
Presented to the Faculty of
San Pascual Senior High School 1
San Pascual, Batangas

In Partial Fulfilment of the Requirements

In Practical Research 2

Aguirre, Joshua M.

Abucayon, Russel

Manibo, Angel Leslie

Lapo-os, John David T.

Sale, Mark Angelo

Manalo, Jester

Cantos, Christian P-Jay

Researchers

December 2018
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APPROVAL SHEET

This research entitled Peer Tutoring: A Creative Way To Improve Student’s Eim Performance

prepared and submitted by Aguirre Joshua M, Abucayon Russel, Manibo Angel Leslie,

Lapoos John David T, Sale Mark Angelo, Manalo Jester, Cantos Christian P-Jay in Partial

Fulfilment of the Requirements in Practical Research 2, has been examined and hereby

recommended for oral examination.

Ms. Mherly M. MACATANGAY, Maed

Research Adviser

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PANEL OF EXAMINERS

Approved as partial fulfilment of the requirements for the Practical Research 2 by the

Committee on Oral Examination with a grade of ______________

John Mandy G. Tiongson

Chairman

Ryan S. Acero

Member

Alvin S. Macalalad

Member

Riza P. Castillo

Member

MAUREEN C. DE CLARO, Ed.D

Assistant Principal II
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RESEARCH COMMITTEE

John Mandy G. Tiongson

Chairman

Ryan S. Acero

Member

Alvin S. Macalalad

Member

Riza P. Castillo

Member

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ACKNOWLEDGMENT

This research paper would not be done properly without the help and the participation of

these special persons. We the researchers offer our sincerest gratitude for these people who gave

guidance, supervisions and helped us to make possible this research paper.

We would like to offer our sincerest gratitude to our dearest Ms. Merly M. Macatangay,

Practical Research 2 teacher, and for our adviser Merly M. Macatangay and To our Sir Ryan S.

Acero for guiding us and for her excellent teaching style and patience to complete and carry out

our research.

And to all persons who had been part of their research paper.

Most of all, to our Almighty God who gave us peaceful mind to finish the research and

always guiding us in our way.

Thank You So Much!

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DEDICATION
This research paper entitled “EIM NC level ll Students Assessment Readiness on SHSHS

1 SY 2018-2019” is dedicated to the following:

To our Almighty God who guided, gave us intelligence, clear mind and provide us the spirit

to accomplish this research.

To our parents who continuously gave their support, love, and guidance to us. Whose

pursuing us to be a good influencer to others.

To our teacher who provide a long tempered and patience and helped us to finish this

research by giving us advice and for correcting it.

And to our friends whose supporting us and helping us to be optimistic in every time.

The Researchers
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TABLE OF CONTENTS
TITLE PAGE ..........................................................................................1
APPROVAL SHEET ...............................................................................2
PANEL OF EXAMINERS .......................................................................3
ACKNOWLEDGMENT..............................................................................5
DEDICATION............................................................................................6
TABLE OF CONTENT..............................................................................7
LIST OF TABLE.......................................................................................8
ABSTRACT...............................................................................................9

CHAPTER I INTRODUCTION
Background of the Study………………………………….………...10
Statement of the Problem…………………….……………………..11
Conceptual Framework…………………………………..……….....12
Scope, Limitations and Delimitations…………………………….13
Significance of the Study…………………………….……………..13
Definition of Terms………………………………….……..…...........14

CHAPTER II REVIEW OF LITERATURE

Conceptual Literature…………………….………...…….……........16
Related Studies……………………………………………….……...18
Synthesis……………………………………………...…...…............19

CHAPTER III RESEARCH METHODOLOGY

Research Design ………………………………………..…...……...22
Respondents of the Study………….………………….…….…….22
Data Gathering Instrument…………………………………..…………….23
Data Gathering Procedure………….………………..………….....25
Statistical Treatment………………………………..…….………...25
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CHAPTER IV PRESENTATION, ANALYSIS, AND INTERPRETATION

OF DATA

CHAPTER V SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary ……………………………………………………………….31
Findings………………………………………………..……………….32
Conclusion……………………………………………………………...33
Recommendations…………………………………………….............33
BIBLIOGRAPHY………………………………………………………..35
CURRICULUM VITAE………………………………………………….36
APPENDIX.........................................................................................44
> Letter of Request…………………………………………………44
> Questionnaire……………………………………………………..46
> Result……………………………………………………………….50

LIST OF TABLES
Table
No. TITLE Table page
1 Frequency Distribution of the Respondents 22

2 The questionnaire for EIM Academic Performance 23

3 Difficulties and Experiences Encountered 23

4 Effects of Failing Grades 23

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5 Effects in Peer Tutoring to the Academic Performance 23

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ABSTRACT

The thesis book entitled “Peer Tutoring: A Creative Way To Improve Student’s EIM

Performance” prepared and submitted by Joshua Aguirre, Russel Abucayon, Christian Pjay

Cantos, Mark Angelo Sale, Jester Manalo, and Angel Leslie Manibo the total number of pages

is 56 pages San Pascual Senior High School 1, San Pascual, Batangas, the name and address of

institution. 50 students in San Pascual Senior High School 1 is the respondent of the study

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Chapter 1
Introduction

Background of the study

One of the most important skills that students need to know or acquire is the reckoning

skills. In fact, it is part of our daily living as student being. However, Electrical Installation

Maintenance (EIM) is one of the hardest subjects that a student will undertake and this can be lead

in affecting his/her proficiency level. However, poor performance is caused by a variety of factors,

very few of which have to do with moral or intellectual weakening in part of learners.

Hospitality management careers involve frequent Electrical Installation

Maintenance (EIM) student interaction and communication. The Basic competencies required to

carry out responsibilities of a hospitality manager includes excellent computation, Critical thinking

skills, related, and actual perform diagram wiring. Professional training is an essential requirement

especially in current EIM 11 and 12 Students to enhance their skills.

The researchers aim to discover to the title they conducted especially to those who

lack of confidence and lack of knowledge to their choice track in EIM strands. However this is

foundation that sustains Students needs of knowledge to understand.

According to Nguyen (2013) develop peer tutoring as a successful instructional

strategy to reach out to low-performing students in an individualized and positive way.

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According to Itaas (2009) Peer tutoring is a system of instruction in which learners help

each other to learn. In this study, peer means the classmate of the students in the statistics

graduate class. This study made use of peer tutoring as an innovative strategy in teaching

inferential statistics in the graduate school.

According to Miciano (2006) Peer tutoring (PT) is a cooperative/collaborative teaching

and learning strategy where the learners of about the same age teach and learn from each other.

According to Lacaba (2015) Peer tutoring refers to the instructional strategy where

students are trained on how to work in pairs with their partner to improve their overall knowledge

The Researcher choose this topic, because of their personal observation on the

difficulties encountered in Electrical Installation Maintenance (EIM) when it comes to grading many

of them got a falling grades in Electrical.

The Study will determine the effects on teaching learning progression in Electrical

Installation Maintenance in San Pascual Senior High School 1 students.

Statement of the Problem

The main objective of this study is to determine the Peer Tutoring: A Creative way to

improve student’s EIM performance.

Specifically, are study seeks to answer the following research questions:

1. How dependent are students on EIM performance in accomplishing Academic Requirements

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In terms of:

1.1 Recitation

1.2 Actual

1.3 Academic Performance

2. What are the difficulties that the students encountered

3. What is the level of performance in EIM Student

4. What are effects of Peer Tutoring to Academic Performance?

Conceptual Framework

The Conceptual Framework gives the overview of the study. It shows the training and

development and improvement of the EIM students in SPSHS 1.

Input Process Output

> Level of awareness to the

student’s performance
> Planning on the Searched
Develop academic
Background of the Study.
> Accomplishing Academic performance to the

performance to the students to their EIM

>Gathering of Essential
Recitation, Actual performance
Instruments

> Student’s encountered to

improve their performance >Collection of Data

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>Statistical Treatment
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Peer Tutoring can be an opportunity for the school to boost the morale of each students

in Grade 11 and Grade 12 EIM strand and help them achieve task to succeed and pay attention to

their related strand. Peer Tutoring can be seen as the key instrument to the only way to improve

their skills in Electrical Installation Maintenance (EIM). Training is a process that provides EIM

students with the knowledge and the skills required to monitor there improvement in learning on

EIM.

Scope, Delimitation and Limitation of the Study

This study focuses on the Peer Tutoring of the EIM students. This study also

preferred with the respondents opinions identified in terms of number of students, section, and the

other related in study. The researchers determined the Peer Tutoring of each EIM students as

respondents with the use of a questionnaire related from knowledge of students. Definitions and

Measurement by researchers. The researchers also determined the Training and Development

and Improvement with the use of a questionaire related from grievance came from the

respondents to the Impacts of Training on EIM students in San Pascual Senior High School I.

The researchers compelled to 50 EIM students in different departments in San

Pascual Senior High School I including each classroom officer, and club officer. The responses of

the EIM Students were not controllable. The Chosen respondents were the class officer of club

officer of the Grade II and 12 EIM students in SPSHS 1.

Significance of the Study

The researcher strongly believes that this research study would … Moreover; the

result of this study will significantly help the following individuals or groups:
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To the Students, the information presented will enable them to properly and efficiently use

EIM performance in accomplishing academic requirement.

To the Parents, this research study would be identified the lack of understanding of each

student about to improve performance in EIM.

To the Teachers, this study can make a way to understand and help them to improve the

lack of understanding of each student to prevent a lower grades of their student..

To Future Researchers, the result of this study may be used as reference data in

conducting and finding evidences for new researches.

Definition of Terms

For better understanding of facts in the study, the following terms are defined

conceptually and operationally:

Peer Tutoring: A peer tutor is anyone who is of a similar status as the person being

tutored. In an undergraduate institution this would usually be other undergraduates, as distinct

from the graduate students who may be teaching the writing classes; in an K-12 school this is

usually a student from the same grade or higher. There are some basic rules to establishing your

peer tutoring program, the key to success is a clear objective. Thorough planning and evidence

gathering activities will contribute to substantiation of the decisions you will make
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ACADEMIC PERFORMANCE: Academic performance is commonly measured through

examinations or continuous assessments but there is no general agreement on how it is best

evaluated or which aspects are most important—procedural knowledge such as skills or

declarative knowledge such as facts. Furthermore, there are inconclusive result over which

individual factors successfully predict academic performance, elements such as test anxiety,

environment, motivation, and emotions require consideration when developing models of school

achievement.

EIM: ELECTRICAL INSTALLATION MAINTENANCE

The Electrical Installation & Maintenance Technology program's mission is to serve the

community as a learning-center, open door program that provides technical training to meet the

demands of the electrical industry and the needs of the individual. An open-exit option allows the

students to identify their career objectives and participate in program exploration.

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Chapter II

Review of Related Literatures and Studies

This chapter presents the review of related literature and studies which is relevant to

the present study.

Conceptual Literature

In order to better understand the study, the researchers reviewed various concepts

and information from books, and electronic resources that may help supported the present study:

Peer Tutoring, According to Itaas (2009) Peer tutoring is a system of instruction in which

learners help each other to learn. In this study, peer means the classmate of the students in the

statistics graduate class. This study made use of peer tutoring as an innovative strategy in

teaching inferential statistics in the graduate school. Two classes of statistics were used, one

experimental class and the other was the control class. Results show that the students’

achievement with peer tutoring and without peer tutoring was significantly different in favor of those

groups with peer tutoring. Graduate students could freely express themselves and they found the

activities enjoyable. Anxiety and attitude of students were significantly different when the subjects

were grouped as those with peer teaching and without peer teaching. Both anxiety and attitude

toward the subject greatly influenced the achievement of students in inferential statistics.
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According to Nguyen (2013) develop peer tutoring as a successful instructional

strategy to reach out to low-performing students in an individualized and positive way. improve and

expand on an existing peer tutoring program called Caring About The Concepts that Help

(CATCH).This brief examines the benefits of peer tutoring based on existing research on per

assisted learning strategies, identifies the best practices for peer tutoring, identifies how CATCH is

currently implementing the best practices of peer tutoring, and provides recommendations based

on best practices.

According to Miciano (2006) Peer tutoring (PT) is a cooperative/collaborative teaching

and learning strategy where the learners of about the same age teach and learn from each other.

According to Lacaba (2015) Peer tutoring refers to the instructional strategy where

students are trained on how to work in pairs with their partner to improve their overall knowledge

(Scruggs, Mastropieri, and Marshak (2012).

According to Galia (2015) To determine its effectiveness, two groups of cultural minority

students were examined one group which attended peer tutoring classes and the other group

which did not attend peer tutoring classes. Arrange, Peer Tutoring schemes frequently appeal to

educators in Higher Education and there is much literature examining implementation and

assessment; this study wishes to understand the lesser considered student experience. In

particular how students act as peer tutors on an accredited programme. The stories students tell

give a picture of the complex, multi-faceted interpersonal relationships that comes into play as a

peer tutor and the problems faced in the role. This inquiry finds the student perspective of peer

mentoring shows us how to better support them on accredited programmes.

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Related Studies

According to Clarence (2010).Peer tutors in higher education are frequently given

vital teaching and learning work to do, but the training or professional development and support

opportunities they are offered vary, and more often Peer tutoring provides a low-cost, research-

supported method to improve academics (The Access Center);

According to Grubbs with Boes (2009), Peer tutoring provides a low-cost, research-

supported method to improve academics (The Access Center; Coenen, 2002; Colvin, 2007;

Hooper & Walker, 2002; Stenhoff & Lignugaris, 2007). Additionally, peer tutoring offers

encouragement to students to do their best which may help improve grades but may also increase

the Self Esteem of students who may not be doing well in academics (MacIver & Plank, 1996).

According to Costantini (2015), This study investigated how Class Wide Peer Tutoring

(CWPT) impacted student knowledge and students’ ability to better relate course material to

historical themes in an 8th grade social studies classroom. Located in an urban school in Western

New York, the classroom was composed of 18 students, eight males and ten females.

According to Horvath, and Topping (2011), discusses the definition of peer tutoring as

“the acquisition of knowledge and skill through active helping and supporting among status equals

or matched companions. It involves people from similar social groupings who are not professional

teachers helping each other learn and learning themselves by so doing”. Peer tutoring may consist

of students of the same learning level working together or students of varying learning levels

working together. This can be easily implemented even in a classroom of diverse learners.
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According to Bruffee (1984) defined the collaborative learning environment as one that “provides a

particular kind of social context for conversation, a particular kind of community that of status

equals, or peers” (p. 87). He also pointed out that many classrooms focus on the teacher as the

discussion leader with little time for students to correspond, and argued, “if we accept the premise

that knowledge is an artifact created by a community of knowledgeable peers and that learning is a

social process not an individual one, then learning is not assimilating information and improving

our mental insight” (p. 96). When students work in partnership they are required to communicate

knowledge as an instructor, and engage in interaction to make sense of new information

presented.

Synthesis

Presented in this section is the summary of the review of research literature done by the

researchers from their current study.

Way back before, Peer Tutoring it is a system of instruction in which learner’s help each

other and learn (themselves) by teaching. It is instructional system in which students and teacher

teach other students.

According to Horvath and Topping, Grubbs and Boes (2009), are the same article to

supporting to the Peer tutoring to have knowledge and to improve the performance to have equal.

Additionally, peer tutoring offers encouragement to students to do their best which may help

improve grades but may also increase the self-esteem of students who may not be doing well in

academics (MacIver & Plank, 1996).

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According to Costantini (2015), This study investigated how Class Wide Peer

tutoring (CWPT) impacted student knowledge and students’ ability to better relate course material

to historical themes in an 8th grade social studies classroom. Located in an urban school in

Western New York, the classroom was composed of 18 students, eight males and ten females.

According to Galia (2015) To determine its effectiveness, two groups of cultural

minority students were examined one group which attended peer tutoring classes and the other

group which did not attend peer tutoring classes. Peer Tutoring schemes frequently appeal to

educators in Higher Education and there is much literature examining implementation and

assessment; this study wishes to understand the lesser considered student experience.

. According to Johnson (1981) pointed out the neglected variable in education: the

student-student interaction. Johnson claimed that many classrooms focus on the teacher-student

relationships and interactions with learning and social development dependent upon these

interactions, rather than the student to student interactions. Johnson concluded that education

should have educational goals that “consist of transferring knowledge and skills; socializing

children and adolescents into perspectives, values, and attitudes that they need to function in our

society; and, facilitating the cognitive, social, and physical development of each

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According to Savery and Duffy (2001) focused research on student-to-student

interaction and collaboration, concluding that knowledge evolves through social negotiation among

peers, with the social environment as a critical factor in the development of individual

understanding and knowledge. They argued, “at the individual level, other individuals are a primary

mechanism for testing our understanding” (p Bruffee (1984) defined the collaborative learning

environment as one that “provides a particular kind of social context for conversation, a particular

kind of community that of status equals, or peers” (p. 87). He also pointed out that many

classrooms focus on the teacher as the discussion leader with little time for students to

correspond, and argued, “if we accept the premise that knowledge is an artifact created by a

community of knowledgeable peers and that learning is a social process not an individual one,

then learning is not assimilating information and improving our mental insight” (p. 96). When

students work in partnership they are required to communicate knowledge as an instructor, and

engage in interaction to make sense of new information presented.

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Chapter III

RESEARCH METHODOLOGY

This research methodology formally discussed the methods and Instruments that were

used in the research investigation particularly in research design, focus of the study, data

gathering instrument and data gathering procedure.

Research Design

The researchers choose descriptive research to employed Peer Tutoring: A Creative Way

to Improve Student’s EIM Performance to Gathered data that we survey inside the campus in

SPSHS1 throw Questionaire to the researchers. The descriptive method focuses at the present

condition. The purpose of a descriptive research is to examine a phenomenon. It deals with

conditions, practices, structures, differences or relationships that exist, opinions held processes

that are going on or trends that are evident.

According to Nguyen (2013) develop peer tutoring as a successful instructional

strategy to reach out to low-performing students in an individualized and positive way. improve and

expand on an existing peer tutoring program called Caring About The Concepts that Help

(CATCH).This brief examines the benefits of peer tutoring based on existing research on per

assisted learning strategies, identifies the best practices for peer tutoring, identifies how CATCH is

currently implementing the best practices of peer tutoring, and provides recommendations based

on best practices.

Respondents of the study

The study entitled “Peer Tutoring: A creative way to improve student’s EIM performance”
made use of 50 EIM students in SPSHS 1. The Researcher aim to conduct research that having
limits numbers of respondents to answer all possible questions provided by the researchers.
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Table 1
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Frequency Distribution of the Respondents

Respondents Total of Respondents Sample Taken Percentages

EIM 12 Ampere 45 11 22%
EIM 11 Parallel 47 10 20%
EIM 12 Watt 44 11 22%
EIM 12 Ohms 46 10 20%
EIM 11 Series 49 8 16%
Total: 231 50 100%

The respondents of the study are the EIM students of SPSHS 1. The researchers utilized

fifty (50) students randomly selected among EIM students of San Pascual Senior High School 1.

Of San Pascual Senior High School Academic year 2018-2019.They chosen to be the respondents

since they are the most appropriate for the study as they are the ones who knew about the Peer

Tutoring: A Creative Way to Improve Student’s EIM Performance. They could also give suitable

data with respect to the questionnaire.

Data Gathering Instrument

The researchers used the questionnaire as the primary data gathering due to its suitability

and speed in gathering information necessary for the completion of the study.

The researchers utilized the effects of without Peer Tutoring to gather some information to

relevant to the study. They prepared the draft which was shown to the research some correction

and suggestions. Some comments and suggestions were considered, the first draft of the

questionnaire was prepared.

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The questionnaire for EIM Academic Performance

Scale Scales range Verbal Interpretation

4 3.50-4.00 Always observed
3 2.50-3.49 Sometimes observed
2 1.50-2.49 Rarely observed
1 1.00-1.49 Never observed

Difficulties and Experiences Encountered

Scale Scales range Verbal Interpretation

4 3.50-4.00 Strongly agree
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly disagree

Effects of Failing Grades

Scale Scales range Verbal Interpretation

4 3.50-4.00 Strongly agree
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly disagree

Effects in Peer Tutoring to the Academic Performance

Scale Scales range Verbal Interpretation

4 3.50-4.00 Strongly agree
3 2.50-3.49 Agree
2 1.50-2.49 Disagree
1 1.00-1.49 Strongly disagree
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Data Gathering Procedure

The researchers prepared the instruments and were checked by the research adviser. They

made a letter requesting the school principal of San Pascual Senior High School 1 to allow the

researchers to conduct the study about in Peer Tutoring. After the researcher get the requesting

letter the researcher conduct a questionnaire and survey to answer some of question related on

our topic.

Statistical treatment

To interpret the respondents effectively the researchers will employ the following statistical tools

and techniques.

Frequency –counting the responses of the students.

Weighted mean- Used to identify the average equally contributing to the final mean.

Ranking – Used to identify their General Rank from 1 to 4 the highest and the lowest.

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CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter includes the presentation, analysis and interpretation of data.

1. EIM Performance in Accomplishing Academic Requirements

Table 2 shows the EIM performance in accomplishing Academic Requirements in Peer

Tutoring. The table presents the weighted mean, rank and verbal interpretation for each of the

indicator.

Table 2

EIM Performance in Accomplishing Academic Requirements

Indicates WM VI R
1. Recitation 2.82 Agree 1
2. Actual wiring 2.66 Agree 4
3. Scoring 2.70 Agree 3
4. Understanding in 2.56 Agree 5
diagram
5. Stock Knowledge 2.74 Agree 2
Composite Mean: 2.696 Agree

The table shows a mean of responses in checklist on EIM Performance in Accomplishing

Academic requirements. The total composite mean got 2.696 where it may define as agree. The

highest Weighted mean got 2.82 where it comes from Recitation which It may supported by Itaas

(2009) Peer Tutoring is a system of instruction in which learners help each other to learn. In this

study, peer means the classmate of the students in the statistics graduate class. This study made

use of peer tutoring as an innovative strategy in teaching inferential statistics in the graduate

school.
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The lowest weighted mean got 2.56 where it comes from understanding in diagram

According to Nguyen (2013) develop peer tutoring as a successful instructional strategy to reach

out to low-performing students in an individualized and positive way. Improve and expand on an

existing peer tutoring program called Caring About The Concepts that help (CLATCH).

2. Difficulties that the students encountered

Table 3 shows the Difficulties encountered by the students. The table presents the weighted

mean, rank and verbal interpretation for each of the indicator.

Table 3

Means of Difficulties that the students encountered

Indicates WM VI R
1. Time 2.54 Agree 1
2. Budget 2.46 Agree 3
3. Problem Solving 2.48 Agree 2
4. Poor Grades 2.36 Agree 4
Composite Mean: 2.46 Agree

The table shows the mean of difficulties encountered by the students. The total weighted mean in

over all got 2.46 where it may defined as agree. The highest weighted mean got 2.54 where it

comes from time which it may supported by Galia (2015) To determine its effectiveness, two

groups of cultural minority students were examined one group which attended peer tutoring

classes and the other group which did not attend peer tutoring classes. The lowest weighted mean

got 2.36 were say that there are poor grades. According to Constantini(2015), This study

investigated.
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3 Level of Performance of EIM Students

Table 4 Shows the level of performance of EIM students. The table presents the weighted

mean, rank and verbal interpretation for each of the indicator.

Table 4

Means of Responses in Level of Performance of EIM Students

Indicates WM VI R
1.Tiredness 3.16 Agree 3
2.Skiping Classes 3 Agree 4
3.Lack of Interests 3.20 Agree 1
4.Stress 3.18 Agree 2
Composite Mean: 3.135 Agree

The table shows a mean of the level of performance. The total weighted mean in over all got 3.135

were it may defined as agree. The highest weighted mean got 3.20 were say that Lack of Interest

is one of the most struggled by the students witch it cited by Clarence (2010), Peer Tutors in

higher education are frequently given vital teaching and learning work to do, but the training or

professional development and support opportunities they are offered vary, and more often Peer

tutoring provides a low-cost, research-supported method to improve academics.

4 Effects of Peer Tutoring to Academic Performance

Table 5 Shows the effects of peer tutoring to Academic Performance. The table presents the

weighted mean, rank and verbal interpretation for each of the indicator.
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Table 5

Means of Responses in Effect of Peer Tutoring to Academic Performance

Indicates WM VI R
1.Helps to Improve 2.66 Agree 2
Skills
2.To Guide Well 2.58 Agree 4
3.To Get Higher 2.74 Agree 1
Grades
4.To Learn from 2.62 Agree 3
Mistakes
Composite Mean: 2.65 Agree

The table shows a mean the level of performance of EIM Students . The total of weighted

mean over all got 3.135 where it may define as Agree. The highest weighted mean got 3.18 were

say that the students group themselves to do an According toof (Johnson et al., 2014 ) in formal

cooperative learning students work together for one or more class Periods to complete a joint task

or assignment . The lowest weighted mean got 3 where we say that the Skipping classes is not

supposed to Skipping Classes, because it is for them to learn, to understand, to evaluate, to

analyse.

5 Plan of Action maybe proposed in a module

“Peer Tutoring”

This module entitled Peer Tutoring wants to give or share an idea to other students in EIM

strands whose conflict with their grades in Electrical. It can give knowledge, understanding, ideas
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in this module on learning alternative way even the teachers are busy.
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Part 1: Identify the total number of student who’s conflict with their grades

April 2019 May 2019 June 2019

Gathered all students in EIM Planned and Coordinate to Schedule a date where they
strand who’s conflict with their others who already good in can teach one by one that
grades Electrical in Solving Problem. conflict to their major subject in
EIM.

Part II. Identify why students can’t resist to their lesson..

> They lack of confidence to themselves

> They cannot follow the instruction

> They hard to analyse the diagram

> They something wrong in wiring that cause lose hope for themselves

> They over reaction that conflict to their mind to focus

Part III. Why Student can’t trust for themselves

> They were bully

> They may be judge to others

> Many problems come to their life

> Distraction for itself

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Chapter V

SUMMARY, CONCLUSION, AND RECOMMENDATION

This chapter presents the summary of the findings, conclusion drawn, and finally

This study entitled Peer Tutoring: A Creative Way to Improve Student’s EIM Performance

was undertaken to determine the importance of Peer Tutoring.

Summary

The research entitled “Peer Tutoring: A Creative Way to Improve Student’s EIM

Performance was conducted to determine the effects on teaching learning progression in Electrical

Installation Maintenance in San Pascual Senior High School 1 students.

The main objective of this study is to determine the Peer Tutoring: A Creative way to

improve student’s EIM performance.

Specifically, the study sought answers to the following research questions:

1. How dependent are students on EIM performance in accomplishing Academic Requirements

In terms of:

1.1 Recitation

1.2 Actual

1.3 Academic Performance

2. What are the difficulties that the students encountered

3. What is the level of performance in EIM Student

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4. What are effects of Peer Tutoring to Academic Performance?

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Findings of the study

Based on the gathered data, the following significant findings were revealed in this study.

1. The table shows a mean of responses in checklist on EIM Performance in Accomplishing

Academic requirements. The total composite mean got 2.696 where it may define as agree.

The highest Weighted mean got 2.82 where it comes from Recitation which It may supported

by Itaas (2009) Peer Tutoring is a system of instruction in which learners help each other to

learn. In this study, peer means the classmate of the students in the statistics graduate class.

This study made use of peer tutoring as an innovative strategy in teaching inferential statistics

in the graduate school. The lowest weighted mean got 2.56 where it comes from understanding

in diagram which it may supported by Nguyen (2013) develop peer tutoring as a successful

instructional strategy to reach out to low-performing students in an individualized and positive

way. Improve and expand on an existing peer tutoring program called Caring About The

Concepts that help (CLATCH).

2. The mean of difficulties encountered by the students. The total weighted mean in over all got

2.46 where it may defined as agree. The highest weighted mean got 2.54 where it comes from

time is difficulties and experiences encountered of the EIM students. The lowest weighted

mean got 2.36 that there are poor grades.

3. The table shows a mean of the level of performance. The total weighted mean in over all got

3.13 were it may defined as agree. The highest weighted mean got 3.18 were say that the stress is

one of the most struggled by the students witch it cited by Clarence (2010), Peer Tutors in higher

education are frequently given vital teaching and learning work to do, but the training or

professional development and support opportunities they are offered vary, and more often Peer
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tutoring provides a low-cost, research-supported method to improve academics.

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4. The table shows a mean the level of performance of EIM Students . The total of weighted mean

over all got 3.135 where it may define as Agree. The highest weighted mean got 3.18 were say

that the students group themselves to do an activity which it may supported by cited of (Johnson

et al., 2014 ) in formal cooperative learning students work together for one or more class Periods

to complete a joint task or assignment . The lowest weighted mean got 3 where we say that the

Skipping classes is not supposed to Skipping Classes, because it is for them to learn, to

understand, to evaluate, to analyse.

5. This module entitled “Peer Tutoring” wants to give or share an idea to other students in EIM

strands whose conflict with their grades in Electrical. It can give knowledge, understanding, and

ideas in this module on learning alternative way even the teachers are busy.

Conclusion

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

1. The three major needed by the students: Recitation, Actual, Academic Performance.

2. The different kind Difficulties student encountered.

3. Level of Performance to their grades.

4. Effects on Having a Peer Tutoring to improve their Academic Performance.

5. The Module that may use as alternative way entitled Peer Tutoring.

Recommendations

Considering the findings and conclusion of the study, the following

Recommendations are offered:

1. The teachers may utilize the results to be more effective way to improve students skills as
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alternative way to preventing falling grades in Electrical.

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2. The parents please be advice their Children about the lack of confidence that may cause for

them to get falling grades.

3. The students may use this study as an alternative way to improving their skills. It can

improve their performance in doing the activities in EIM, Analysing the diagram, doing great

in solving problem.

4. Future researchers may conduct a similar study focusing on Peer Tutoring: A Creative Way

Student’s EIM Performance.

5. The Students may use this module as additional alternative way of learning.

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BIBLIOGRAPHY

Horvath and Topping, Grubbs and Boes (2009) Peer tutoring provides a low-cost

Itaas (2009) Peer tutoring is a system of instruction

Nguyen (2013) develop peer tutoring as a successful instructional strategy

Miciano (2006) Peer tutoring (PT) is a cooperative/collaborative teaching and

learning strategy

Lacaba (2015) Peer tutoring refers to the instructional strategy

Galia (2015) determine its effectiveness

Clarence (2010).Peer tutors in higher education

Costantini (2015), These study investigated how Class Wide Peer Tutoring

Horvath, and Topping (2011), discusses the definition of peer tutoring

Johnson (1981) pointed out the neglected variable in education

Savery and Duffy (2001) focused research on student-to-student interaction and

collaboration

Electronic Reference

http://APJMR-3.5.4.02.com

http://S5R86.pdf.com

http://1713-Article-Text-3919.com
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CURRICULUM VITAE

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CURRICULUM VITAE
PERSONAL INFORMATION
Name : Joshua M. Aguirre
Gender : Male
Moniker : Josh
Date of Birth : January 28, 2001
Address : Bayanan, San Pascual Batangas
E-mail Address : Jos393929@gmail.com
Citizenship : Filipino
Religion : Roman Catholic
Language :Visaya, Tagalog, English, Spanish, Italian, Cebuano
Father’s Name : Roland A. Aguirre
Mother’s Name : Laura Teresita M. Aguirre
EDUCATIONAL BACKGROUND
Secondary : Bayanan National High School
Elementary : Bayanan Elementary School

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CURRICULUM VITAE

PERSONAL INFORMATION
Name : Russel Abucayon
Gender : Male
Moniker : Esobit
Date of Birth : June 20, 2000
Address : Bayanan, San Pascual Batangas
E-mail Address : Esobit@yahoo.com
Citizenship : Filipino
Religion : Roman Catholic
Language : Tagalog and English
Father’s Name : Raul O. Abucayon
Mother’s Name : Rosaline O. Abucayon
EDUCATIONAL BACKGROUND
Secondary : Bayanan National High School
Elementary : Bayanan Elementary School

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CURRICULUM VITAE

PERSONAL INFORMATION
Name : Christian Pjay Cantos
Gender : Male
Moniker : Jopi
Date of Birth : December 22, 2000
Address : Bayanan, San Pascual Batangas
E-mail Address :
Citizenship : Filipino
Religion : Roman Catholic
Language : Tagalog and English
Father’s Name : Rufino Cantos
Mother’s Name : Julieta Cantos
EDUCATIONAL BACKGROUND
Secondary : Bayanan National High School
Elementary : Bayanan Elementary School

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CURRICULUM VITAE

PERSONAL INFORMATION

Name : Angel Leslie Manibo

Gender : Female
Moniker : Angel
Date of Birth :
Address : Bauan Batangas
E-mail Address :
Citizenship : Filipino
Religion : Roman Catholic
Language : Tagalog and English
Father’s Name : Alberto Manibo
Mother’s Name : Marites M. Manibo
EDUCATIONAL BACKGROUND
Secondary : San Pascual National High School
Elementary : San Andres Elementary School

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CURRICULUM VITAE

PERSONAL INFORMATION

Name :John David Lapoos

Gender : Male
Moniker : Toto Lapoos
Date of Birth : February 9, 2001
Address : San Roque, Bauan Batangas
E-mail Address : lapoosjd@yahoo.com
Citizenship : Filipino
Religion : Roman Catholic
Language : Tagalog and English
Father’s Name : Georgie G. Lapoos
Mother’s Name : Luisa T. Lapoos
EDUCATIONAL BACKGROUND
Secondary : San Pascual National High School
Elementary : Tigbauan Central Elementary School

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CURRICULUM VITAE

PERSONAL INFORMATION

Name : Jester Manalo

Gender : Male
Moniker : Jes
Date of Birth : December 5, 2000
Address : Balimbing, San Pascual Batangas
E-mail Address :
Citizenship : Filipino
Religion : Roman Catholic
Language :Tagalog and English
Father’s Name : Alex Manalo
Mother’s Name : Marilou Manalo
EDUCATIONAL BACKGROUND
Secondary : San Pascual National High School
Elementary : San Pascual Elementary School

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CURRICULUM VITAE

PERSONAL INFORMATION

Name : Mark Angelo Punzalan Sale

Gender : Male
Moniker : Angelo
Date of Birth : December 5, 1999
Address : San Pascual Batangas
E-mail Address : Mark Sale 020@gmail.com
Citizenship : Filipino
Religion : Roman Catholic
Language :Tagalog and English
Father’s Name : Eugene Sale
Mother’s Name : Any Sale
EDUCATIONAL BACKGROUND
Secondary : Ilat National High School
Elementary : Ilat Elementary School

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APPENDIX A
LETTER OF REQUEST

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January 23, 2019
MAUREEN C. DE CLARO, ed.D.
Assistant Principal ll
San Pascual Senior High School 1
Madam:
Good day!
We, researchers from EIM 12 VOLT, are currently working on our study entitled "Peer Tutoring:
A Creative Way To Improve Student’s EIM Performance" as a partial Fulfillment of the
requirements for Practical research 2.

In view thereof, we would like to request you to allow us to gather data by distributing
questionnaire on our respondents who, we think, can contribute to the realization of this study.
Rest assured that the gathered data will be treated with confidentiality and will be used for this
research purpose only.

We are looking forward to your positive response regarding this matter.

Thank you very much.
Very truly yours,
Aguirre, Joshua M.
Abucayon Russel
Cantos, Christian Pjay
Sale, Mark Angelo
Manalo, Jester
Lapoos, John David
Manibo, Angel Leslie
Researchers

Noted:
Ms. Mherly Mandocdoc Macatangay
Practical Research 2 Teacher
Approved:
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MAUREEN C. DE CLARO, Ed.D.

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APPENDIX B

QUESTIONNAIRE

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Peer Tutoring: A creative way to improve

Student’s EIM performance

Name:_________________________ Section:_______________

QUESTIONAIRE

Your answer to all items in the questionnaire will help the researchers achieve their study. Please

answer all items as honestly and accurately as you can and return the accomplish from to the

researcher. Rest assured that your responses will be kept in the confidence and will be used for

research purpose only. Thank you very much for your corporation to the researchers.

STATEMENT OF THE PROBLEM

1. What activities help to enhance Academic Performance

2. What are the difficulties that that the students encountered

3. What is the level of performance of EIM Students

4. What are the effects of PEER TUTORING to academic performance?

Part I. Checklist in EIM Academic Performance

Direction: Please put a (/) check on the space provided that corresponds to your answer using the

following scale.

4- Always Observed
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3- Sometimes Observed
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2- Rarely Observed

1- Never Observed

4 3 2 1
1. Recitation
2. Actual wiring
3. Scoring
4. Understanding in diagram
5. Stock Knowledge

Part II. Difficulties and Experiences Encountered

4 3 2 1
1. Time
2. Budget
3. Problem Solving
4. Poor Grades

Part III. Effects of Failing Grades

4- Strongly Agree

3- Agree

2- Disagree

1- Strongly Disagree

4 3 2 1
1. Tiredness
2. Skipping Classes
3. Lack of Interest
4. Stress
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Part IV. Effects in Peer Tutoring to the Academic Performance

4- Strongly Agree

3- Agree

2- Disagree

1- Strongly Disagree

4 3 2 1
1. Helps to Improve skills
2 To guide well
3. To get higher grades
4. To learn from mistakes

Thanks for your Cooperation

The Researchers

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APPENDIX C

Result
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Sop 1

No. of
Respondents
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
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22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
52

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47
48
49
50
Computed

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Sop 2

No. of Respondents
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
54

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46
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48
49
50

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Sop 3

No. of Respondents
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
56

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49
50

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Sop 4

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
58

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