ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN

NATIONAL HIGH SCHOOL

Chapter 1

INTRODUCTION

1.1 Background of the Study

Peer tutoring is an organized learning experience in which one student serves as the

teacher or tutor, and one is the learner or tutee. It gives students an opportunity to use their

knowledge in a meaningful, social experience (Conrad, 2019). Tutors reinforce their own

learning by reviewing and reformulating their knowledge. Tutees gain one-on-one attention.

Both tutors and tutees gain self-confidence (Howard et al., 2020), the tutor by seeing self

competence in his or her ability to help someone and the tutee by receiving positive

reinforcement from peers. It is a very old practice traceable back at least as far the ancient

Greeks. Archaic definitions of peer tutoring perceived the peer tutoring as surrogate teacher in a

linear model of the transmission of knowledge from teacher to tutor to tutee. Later it was realized

that the peer tutoring interaction was qualitatively differ from that between the teacher and a

student and involved different advantages and disadvantages. The process 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 (Topping, 2019). It is a

flexible, peer-mediated strategy that involves students serving as academic tutors and tutees.

Typically, a higher performing student is paired with a Lower performing student to review

critical academic or behavioral concepts (Holt & Walker, 2019).

ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL
Peer tutoring is an active way to teach that encourages students to be included and lets

them learn from each other. Topping (2018) called it a cooperative learning method in which two

students who want to learn the same thing are paired together. These goals are met through a

framework in which students have an asymmetric relationship based on their academic abilities.

So, in each pair, one student acts as a tutor, and another as a student who learns from them.

Tutees must ask their tutors academic questions in order to learn about the curriculum. The main

job of tutors is to give their tutees feedback and help them learn, because tutors are meant to be

more knowledgeable than their partners. Both the tutor and the student benefit from this method.

Tutees benefit from getting direct help from a friend. As students talk about the same things,

tutees usually become more comfortable, ask more questions, and better understand what they're

learning. Tutors are better off because they reinforce their knowledge by answering the questions

of their students. There are interactions between tutors and students that encourage active

learning and student inclusion, because all of them participate in the process.

Peer tutoring can take many different forms, but the most important thing is how old and

how important each person is. Cross-age tutoring is a term used by experts in the field when two

students of different ages work together. Many times, an older student is chosen to be a tutor in

this type of class. Same-age tutoring is when two people of the same age work together. A lot of

the time, it is easier to set up and carry out same-age tutoring from an organizational point of

view. Peer tutoring can be set up in a fixed or reciprocal way, depending on the students' roles.

During reciprocal peer tutoring, students switch roles. They go from being a tutor to being a tutee

and back again. Fixed peer tutoring, on the other hand, doesn't allow students to switch roles. In

the last few years, a lot of people have talked about how good peer tutoring can be. A lot of
ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL
meta-analyses in the field say that the expected effect sizes of a peer tutoring intervention may be

small to moderate. Peer tutoring can have different effects on students at different educational

levels. For example, the academic effects of primary school are usually bigger than the academic

effects of secondary school. However, effects at the same educational level should be the same,

and when comparing grades, significant differences are very rare.

The study is said to be developed to know the attitudes senior high school on peer

tutoring. The objective of this research is to first, Investigate which instructional resources can be

utilized the attitude of the students towards peer tutoring. Second is to Establish the attitudes

that the senior high school must attain towards peer tutoring.

1.2 Statement of the Problem

The purpose of the study is to know the attitudes of the Senior High School students on

peer tutoring.

In attaining this goal, the researcher will seek to answer the following questions.

1. What is the attitude of the selected senior high school students towards peer tutoring?

2. What is the effect of peer tutoring to the academic performance of the students?

3. Is there a significant relationship between attitudes of the students and peer tutoring?

Hypothesis

There is a significant relationship between attitudes of the students and peer tutoring.
ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL

1.3 Objectives of the Study

The objective of this research is first to Investigate which instructional resources

can be utilized in the peer tutoring sessions, second is to Establish the what attitudes does

senior high school must observe towards peer tutoring

1.4 Significance of the study

The proponent of the study believe that the output of this research stand significance to

the following groups:

1. English Department – the result of the study will serve as an evaluation or assessment

materials in with regards to the reading ability among senior high school students, the

English department can address the impact of peer tutoring to the students.

2. School Prinicipal- the outcome of the study will give a deeper view on all the impact of

peer tutoring to the students.

3. Language Teacher- the teachers will discover the imperfections with regards to the

development of students.This will enlighten them to create an action plan or program that

will enhance the reading ability of the students with the help of peer tutoring.

4. Future Researchers- the study can serve as reference for future studies with similar or

the same endeavor. The proponent believed that the outcome of a broader study or
ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL
research can create a concrete plan of action regarding full blown development of

students reading ability with the help of peer tutoring.

1.5 Scope and Delimitation

The study focused on determining the attitudes of senior high school students on peer

tutoring of Hinabuan National High School.

In determining the attitudes of senior high school students on peer tutoring, the study

found it necessary to determine first the students academic performance. The test for

significant relationship between the attitudes of senior high school students and peer tutoring.

The study limit the assessment of the attitudes of the senior high school students towards

peer tutoring

The subject was also limited to the senior high school students enrolled in school year

2021-2022.

There are no sampling techniques used since the total enumeration was utilized in

determining the number of the respondents.

ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL

1.6 Definition of Terms

The following terms were defined according to their uses in the present study.

Attitudes- in this study, it refers to the outlook of the students toward peer tutoring

Language Proficiency – this refers to the ability or aptitude of a student in language,

specifically in English both orals and written.

Peer Tutoring – is the action that happens between students, by which they will be able to

learn from each other.

Ability – is the time where the students capable of reading the text and analyzing is context.

Students- In this study, it refers to senior high school students in Hibunauan National High

School.
ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL

CHAPTER 2

Review of Literature and Related Studies

This chapter presents discussions on the related literature and studies of the study

conducted.

2.1 Review of Related Studies

When Aristotle lived, people learned from each other. It was written by Wagner in 2018.

Peer learning has changed a lot over time, and it has worked in a lot of different ways. He came

up with the monitorial system, which is another way for children to learn from each other. The

monitors, or proctors, are people who learn from their teachers and then pass that information on

to other kids. This is based on Gerber and Kauffman's work in 2017.

There are a lot of different ways to use the term "peer tutoring," but it is mostly used to

describe students who work together to learn or study. People who help each other with

schoolwork usually learn more about what they're learning, but it's more effective when students

of different abilities work together. (Kunsch, Jitendra, & Sood, 2017). This is what they say:

More often, advanced students act as teachers or tutors for less-advanced students who

learn from them. Often, they ask for money from their students, but this isn't always the case. In

many universities, this is a common practice, but reciprocal learning is thought to be an accident.

(Brookfield and Preskill, 2019) The year is 2019.

ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL
It is one of the most important ways that teachers have used to help their students become

more confident and assured. This way, the students are split into pairs. One person is the tutor

and the other is the learner or tutee. A study by Rosewal et al. (2015) found that a lot of people

don't get enough sleep. As a group, cooperative learning students gain more knowledge and do

better at taking care of their work than other students. Fernandez-Santander, 2018, says that

There are a lot of benefits for teachers, students, and students who are being tutored when

they use peer tutoring programs. People have done a lot of research to back up the claim that

some students feel more comfortable and can focus better on the subject when they work with a

friend rather than a qualified teacher (Ehly et. al.,). If you go to a big university, there are many

different types of academic peer tutoring. In many cases, graduate students are given the job of

teaching undergraduate level courses. A new book by Goodlad and Hurst is out in 2019.

There is also a proctoring program, which is another example of peer learning in which

senior students help or teach their younger peers. In this kind of peer learning, students who are

ahead of the rest of the class help the students who are behind them learn. So we can see that

peer tutoring is good for both the student and the tutor's attitude toward getting something done.

So, peer tutoring is also good for teachers who don't have a lot of time to work with each student

one-on-one. (Topping, 2018) This is how it looks like to say that. There are a lot of different

types of peer tutoring. This word is also used to talk about the three main types of peer tutoring.

As a result of reciprocal peer tutoring, I (RPT) In this type of peer tutoring, the peers learn from

each other by switching roles. When two people are friends, they each take turns being the tutor.

The other person or learner is the other person. Because each student has the chance to help

others, this strategy helps each one of them feel more confident about himself. There is a new

book called "Goodwin, 2018."

ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL
CLASS-WIDE PEER TEACHING IS (II) (CWPT) In class-wide peer tutoring, each

person in the class helps another person in the same class. The students in the class actively learn

from each other for a long time. This is one of the most important types of peer tutoring. They

are also students or learners, but they act as tutors as well as students. So each student in the

class does what he was told to do and learns in a very good way. There were three people who

wrote the book Greenwood, Carta, and Hall (2018).

People of different ages help each other learn (CAPT) Students who are older than the

younger ones act as tutors for younger students. They show them how to do things. There are

people who have more education than the people they are tutoring, which is called cross-age peer

tutoring. This is a good thing for the students because their tutors are able to give them effective

one-on-one instruction and feedback. The tutor, on the other hand, learns a lot about teaching

from this.

IMPACT OF PEER TUTORING TO LEARNING

Peer tutoring has a big impact on how well students learn. The students don't have to be

afraid to ask their tutors questions when they use this kind of tutoring. With a friend, they don't

feel the same way. People learn a lot when they think the tutor is on the same level as them. If

the tutor can do it, they can do it, too. So, peer tutoring is very good for learning.

Organized peer tutoring can be better than unorganized peer tutoring at getting people to help

each other. So, for a teacher, this could be a big job to do. The teachers can get better results if

they make good pairs of students with each other. Trainers play a big role in the productivity and

efficiency of peer tutoring, so they need to be trained. It is better for students to have tutors who
ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL
have been properly and thoroughly trained. Peer tutoring can also be better if it is properly

evaluated, which can also help learning. Peer tutoring helps both the tutor and the learner

because it is a two-way street process that helps both of them, not just the learner. The tutees

learn more about themselves, their abilities, and their skills by having someone help them. So the

students don't just help themselves, but they also help their tutors by giving them a chance to

show them how to teach them. In fact, it is good for both the tutors and the people they are

teaching or learning from. Peer tutoring has a huge impact on the learning of both the tutors and

the students or learners that they help. (Lagma, 2018) 

PEER TUTORING

It's not a new idea for people to help each other learn. History: It can be traced back to

ancient Roman and Hindu schools, where one pupil taught another (Gordon, 2015). During the

early 1800s, many European schools started using a system called "simultaneous instruction" or

"decurions," which meant that students took on the roles of both tutor and tutee. This system was

called the "monitorial system," and it was all based on students taking on the roles of both tutor

and tutee (Gordon, 2015).

People who went to school in the United States have seen a wide range of educational

levels in one classroom, but never so much as in the very early days of organized schooling,

when one teacher would have to teach everyone in a town (Spring, 2017). Early common school

teachers used a model where the older students would help the younger students learn. This way,

the teacher could focus on the older students' education and then feel a little less of a burden for

the younger students' education. This method of peer tutoring is called cross-age tutoring.
ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL

BENEFITS OF PEER TUTORING

Another important benefit of peer-tutoring is that it can help you make new friends.

Today, students need to know how to communicate and work together as part of a team. Johnson

& Johnson (2018) Peer tutoring is a natural way to teach these important life skills because it

encourages students to work together and leads to "greater positive feelings between children and

higher self-esteem and empathy." Tutoring from your peers is a way for students to learn about

how to do things better.

Another important benefit of peer-tutoring is that it can help you make new friends.

Today, students need to know how to communicate and work together as part of a team.

This is from 2018 Johnson & Johnson Peer tutoring is a natural way to teach these

important life skills because it encourages students to work together and leads to "greater

positive feelings between children and higher self-esteem and empathy" . Peer tutoring is a way

for students to learn how to be nice to people who are different from them (2017). In a political

sense, peer tutoring gives control of the learning process back to the students. It also tries to

empower students rather than make them less skilled by relying on imitation of a master culture,

and it may help reduce student dissatisfaction and unrest.

While it is generally agreed and proven that students who participate in a peer tutoring

program will learn how to communicate and work together better with other students, there are

also other benefits. Peer tutoring has also been shown to help students be more motivated and

confident, which can help them do better in class (Falchikov, 2018). Peer tutoring is said to be
ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL
"humanly rewarding" by Goodlad (2019), which means that it gives people a sense of purpose

and allows them to build relationships with other people.

A student who is a tutor has a sense of ownership and pride in their work. They also learn

how to interact with their tutees in a way that works well. They also learn how to communicate

well with their tutors. Peer tutoring isn't meant to be a replacement for a professional teacher, but

it can help students because they can get help right away. This means less frustration for the

students and less trouble in the classroom (Topping & Ehly, 2018).

Another part of the Individuals with Disabilities Education Act (IDEA) says that students

in a self-contained special education classroom should get as much help as possible from general

education teachers. This can be a non-core academic class. In the past, studies have found that

students with special needs who use peer-tutoring show positive results (Alzahrani & Leko,

2018; Abaoud, 2016; Okilwa and Shelby, 2015).

Many teachers find it stressful when students with disabilities are included in non-core

subjects like art, physical education, and career and technology education (CATE). This can

make it hard for them to teach in large heterogeneous classes. They might not have special

training in working with students who have mild, moderate, or severe disabilities. They are still

expected to teach them well and include them in their class.

Peer tutoring can help ease some of this stress because other students in the classroom

can help those who are having trouble because they are giving one-on-one help (Heron, 2013).

Reading as to Oral Communication

Some attention has been given to the relationship between comprehension of

phonological elements of spoken language and reading acquisition, but relatively less
ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL
consideration has been given to the relationship between comprehension of grammatical and

semantic features of oral language and early print awareness. Yet it may be in the grammatical

and semantic dimensions, rather than in the surface forms, that similarities between oral and

written language are the greatest Ryan (2019) has suggested that grammatical awareness may be

an important aspect of the linguistic awareness which has been hypothesized as necessary for

reading acquisition. Since the very basis of language and its use is meaning children's

comprehension of meaning in speech could indicate an ability to establish a relationship between

meaning and symbols, an ability which could be important in the acquisition of rudimentary

skills and concepts of print.

Moreover, oral communication can take many forms, ranging from informal conversation

that occurs spontaneously and, in most cases, for which the content cannot be planned to

participation in meetings, which occurs in a structured environment, usually with a set agenda

(Rahman, 2010) Oral communication is not only about language and how it is used for

communication. There are other skills which are to be acquired in order to communicate

effectively. These include audience understanding. Active listening, non-verbal communication

(body language, eye contact) style, humility. Conciseness amongst others. By the time, the

students reach the post-graduate level, it is assumed that they are aware of the basics of the

language and therefore teaching speaking skills makes no sense. What they need at that stage is

communication skills. This is where the challenge lies for the teacher. He has to know the needs

of the individual students. The best way to comprehend this is to observe and understand how the

learners perform a task in the class. To acquire such skills, task-based approach appears to be the

most appropriate Language Issues Theory Based

ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL
According to Fundamentals of Communication (2010), effective communication is

crucial for the success of individuals as well as organizations. This is true within the individual

organization itself as well as how that organization communicates with other organizations

within its sphere of contact, influence and competition Communication is a complex two-way

process, involving the encoding, translation and decoding of messages. Effective communication

requires the communicator to translate their messages in a way that is specifically designed for

their intended audience. Creating and delivering an effective message requires a basic

understanding of the communication process. Most aviation related proposals or presentations

require the clear and unambiguous communication of a message in a way that can be clearly

understood by the recipient. It is human nature to assume that when we communicate we are

doing so effectively, and at if anything goes wrong consequently the responsibility for that must

rest with the recipient. It is critically important to understand that civil and military organizations

have drastically different funding streams, daily mission requirements and bottom line

benchmarks for determining success Communication is a skill and like any skill it requires

practice. It is improvement through practice that differentiates a skill from other forms of

knowledge Understanding the theory of communication and effective presentation will not in

itself make you a brilliant communicator or presenter but should make you aware of how to

maximize the impact of your presentations. The most important thing to remember is that the

message that you intend to communicate is likely to be misunderstood. Therefore, in addition to

carefully preparing and presenting your message, stay alert for any signs that your audiences are

misinterpreting it. It is up to you. the presenter, to continually check that your message has been

received, understood. correctly interpreted and filed in the receivers mind.

ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL
Barnard Clarkson (2020) explored ways of using peer tutoring to enhance the learning

experience of a group of higher education students in a multimedia course who had access to

learning sources in an on line environment. The result showed strong positive feedback for and

support from the peer tutors high student satisfaction with the course. Bryer.J. (2019) offered

programs for academic and emotional support for students at risk for failing a clinical course

may decrease attrition rates and improve academic performance. The result shown that the

implantation of peer tutoring was beneficial for returning students, tutors and the nursing

program and may be valuable in other courses where academic achievement is a concern. Cohen

(2019) conducted a research on Educational Outcomes of Tutoring: A Meta-analysis of finding

tutored students outperformed control students on examinations, and they also developed

positive attitudes toward the subject matter covered in the tutorial programs. The meta-analysis

also showed that tutoring programs have positive effects on children who serve as tutors.

Comfort (2019) demonstrated that peer tutoring during practical sessions on applied sports

science programmes can enhance the achievement of tutees during practical assessments. It is

therefore recommended that peer tutoring is adopted as an effective teaching and learning

method for the development of students’ practical skills during undergraduate sports science

degrees.

Dee B.A (2015), implemented variety of contexts and a variety of institutions to both

improve learning and retention for the classroom students and to improve the confidence and

knowledge base of the peer tutor. This method has been used by the author with over 9 peer

tutors across a range of 7 classes with good success. Douglas Fuchs et.al (1997) determined the

effectiveness of a class wide peer tutoring program in reading for three learner types: low

achievers with and without disabilities and average achievers. Findings indicated that,
ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL
irrespective of type of measure and type of learner, students in peer tutoring classrooms

demonstrated greater reading progress. Horvath (2011) made a research work on Effects of Peer

Tutoring on Student Achievement. The results demonstrated higher average retelling scores for

the students who were engaged in the peer tutoring activity. The findings indicated peer tutoring

as an effective instructional strategy, resulting in higher student achievement. Iman Almarzouqi

(2006) has conducted qualitative research on peer tutoring. The aim of the study was to evaluate

the English language peer tutoring programme in order to highlight benefits and challenges and

to make informed improvements. Benefits for tutors such as learning through teaching and

becoming more responsible while doing something worthwhile to help others. Benefits of tutees

included improved levels of self confidence and English language aptitude. Mustafa (2011)

demonstrated that a revision program can be designed, developed and delivered by recent

medical graduates without external influences from colleagues. The result showed that junior

doctors successfully effectively design, develop and co-ordinate a revision program to a large

number of students. Okilwa (2010) have examined the effects of peer tutoring on academic

performance of students with disabilities in grades six through 12.peer tutoring was reported as

effective for special education students in both general education and special education settings.

Peer tutoring implemented across subject areas also showed positive academic effects
ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
NATIONAL HIGH SCHOOL

Chapter 3

Methodology

This section contains the research methods that will be used in the study, sources of data,

sampling technique, data gathering instrument and procedure of the study.

3.1 Research Design

Since the study intended to determine the attitudes of Senior High School students and

it’s significant relationship to its variables, the descriptive-correlation is the most appropriate

method to use. Descriptive-correlation method as stated by Bermudo (2019) provides the most

effective tool for determining the condition of relationship that exist, it is used to identify

something that is happening.

The study employed the said method using survey technique. According to Mabalay

(2008), this method is used to secure evidences concerning the present status, situations and

conditions of things and events. It will determine and describe the way things and is suited to

most correlation studies.

ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
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3.2 Research Repondents

The respondents of the study were the Senior high school students of Hibanauan National

High School.

There are no sampling techniques used since the total enumeration was utilized in

determining the number of the respondents.

Total enumeration is utilized in the study.

Research Locale

The study will be conducted in Hibunauan National High School

Research Instrument

The questionnaire is considered as the most appropriate data-gathering instrument for

descriptive research study

3.3 Data Gathering Procedure

The prepared questionnaires will be presented to the adviser for comments and revision.

After the approval, the researcher will seek permission from the school for the distribution of

these questionnaires. The questionnaire will be distributed through group chats (gc) of the said

respondents since it is still pandemic and will briefly explain the details to avoid errors. The

questionnaires will be completed voluntarily and confidentially and will return to the surveyor.

Each questionnaire will be collected, organized and presented, analyzed and interpreted.

Respondents will assure of their privacy and confidentially of information about their identities,

both personal and school-related.

3.4 Statistical tool

ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
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The following statistical treatment will be used in consolidating and determining the

interpretations based on the respondents responses.

Each of the responses will weight using Likert’s 5 point scale. This is a system of

qualitative ranking basis for the interpretation of results. The respondents rated them using the

following numerical ratings and descriptions.

Method of Scoring

4.20-5.00 Advanced Proficiency

3.10-4.20 Proficient

2.61-3.40 Approaching Proficiency

1.81-2.60 Developing

1.00-1.80 Beginning

To determine the attitudes of senior high school students on peer tutoring among the

respondents. The weighted mean is used as follows

SCALE VERBAL INTERPRETATION

4.20-5.00 OUTSTANDING

3.40-4.19 VERY GOOD

2.60-3.39 GOOD
ATTITUDES OF SENIOR HIGH SCHOOL STUDENTS ON PEER TUTORING OF HINABUAN
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1.80-2.59 FAIR

1.00-1.79 POOR