Professional Documents
Culture Documents
Department of Education
Region I
Prepared by:
Cabanlong, Madeliene D.
Fernandez, Johannes T.
Pasoquen, Raven D.
12 STEM-KELVIN
ABSTRACT
Pasoquen R. D., Paramio H. S,. Flores A. B., Gray A. B., Cabanlong M. D., Alvenda M.
D., Camacho J. S., Fernandez J. T., Bitoc R. M., Carilla J. O., (2024). Peer Tutoring in
With that, the primary purpose of this study is to determine the effects of peer tutoring
and Mathematics of Daniel Maramba National Highschool in the Academice Year 2023-
2024, conducting a single group pretest posttest design to determine the significance of
INTRODUCTION
Fuchs et al. (2002) argued that peer tutoring participates in the character
learning classroom condition, and interaction. Peer tutoring was discovered to be useful in
interaction and association experience because the degree of cooperation among students
Diaz et al. (2019) highlighted that even though peer learning was apparently
perceived as a method for gifted students, today, it is used as an egalitarian and socially
inclusive mode. Peer or cooperative learning focuses its gaze on peer interactions to facilitate
cognitive issues that provoke a logical resolution of the conflict and achieve cognitive
advance (Melero and Fernández, 1995). This type of learning refers to group work in
which, above all, positive interdependence is promoted between team members and the need
for the contribution of each member to achieve the objective (Durán et al., 2015).Peer
competencies (Moliner et al., 2012). Thanks to the interaction between peers, students learn
in an active and participatory way through the help they receive and offer to other peers of
similar status. As highlighted by Durán et al. (2015), there are two differentiating roles in
each peer tutoring session, the tutor and the tutored. For the student, the learning
opportunities of the tutors, since they receive personalized attention and constant help from
the tutor, both benefit. The proximity environment of the tutorials generates a climate of
trust, which facilitates the tutors to ask questions, outline problems, and make mistakes
without fear, attitudes that are very unlikely to develop with the teachers (Duran Y
Valdevenito, 2014). Thus, peer tutoring reduces student stress and anxiety with possible
academic improvements and greater motivation. In general terms, peer tutoring can generate
benefits for both tutors and mentees (Bowman-Perrott et al., 2013; Moliner and Alegre,
understudies filling in as scholastic coaches and tutees. Here reasoned that the next
pedantic or conduct concepts. However, the term peer tutoring is employed to incorporate
each variety. It’s additionally seen that some studies have reported that there’s more issue as a
natural peer tutoring occurs (Mastropierri et al., 2003; Mcpherson, & Nunes, 2013; Outhred
and tutored students; that is, it allows the development of unique competencies to
guide their academic and professional future. According to Kolb’s typification, students
achieve peer interaction according to their diverse learning styles and pace (Blanco, 2017).
Peer tutoring is a teaching strategy that offers a creative way of getting students more
involved and accountable for their own learning in college-level chemistry courses (Zheng &
Campbell, 2021).
Peer tutoring has been shown to increase significantly students’ time spent in
academic instruction and engagement (Egbockuku and Obiunu, 2006; Oludipe, 2007,
Ogbuanya, Bakare & Igweh, 2009). Learning in peer tutoring, where the overwhelming
academic posture of the teacher is not forcing students to play passive roles, is facilitated
because of the classroom environment that allows further knowledge elaboration and
Science educators such as Ayuba (2011) considered peer tutoring as one of the
effective and powerful instructional method that can be used to develop academic as well as
social skills in both the tutor and the tutee (the learner).
Diaz et al. (2019) highlighted that even though peer learning was apparently
perceived as a method for gifted students, today, it is used as an egalitarian and socially
inclusive mode. Peer or cooperative learning focuses its gaze on peer interactions to facilitate
cognitive issues that provoke a logical resolution of the conflict and achieve cognitive
advance. This type of learning refers to group work in which, above all, positive
interdependence is promoted and the need for contribution of each to achieve the objective
high achieving students with lower achieving students or those with comparable achievement,
for structured reading and math study sessions. According to Rohrbeck, Ginsburg-Block,
Fantuzzo, & Miller (2003), peer tutoring is “systematic, peer-mediated teaching strategies”.
positive impact on academic and behavioral outcomes for adolescents who have Emotional
and Behavioral Disorders (EBD) or are at risk for developing it. There are noticeable
differences between slow learners taught using the class-wide peer tutoring strategy and those
Peer tutoring interventions were more effective or showed greater gains for: a)
students in grades 1-3; b) urban settings; c) low socio-economic areas; d) minority students;
strategy, some students act as “tutors”, teaching to their partners (“pupils”) a part of the
subject. The activity has the support of the professor, who leads and administers the process,
correcting possible misconceptions. It is neither a passive, individualistic or a competitive
involve students in all aspects of their learning process, as well as to develop didactical and
communicative skills, teamwork habits, solidarity among partners and delve into the content
of the subject (Chiva, et al., 2021) peer tutoring in general chemistry positively impacts
solving skills, and exam scores. Additionally, peer tutoring fosters a collaborative learning
subject matter.
students’ achievement in both internal and external examinations has been consistently
poor ( Aniodoh & Eze, 2014; Eze & Okorie2019;Anyanime & Abasifreke, 2019; Aniodoh &
Eze, 2022). Anytime and Abasifreke (2019) linked students’ low achievement in chemistry to
teachers’ use of ineffective traditional methods of teaching which do not make room for
active learning. Since the method adopted by a teacher can enhance or inhibit learning, it
becomes necessary that activity-oriented and learner-centered methods such as peer tutoring
should be explored. Students have a tendency to get bored, slept in coursework. Therefore,
chemistry was still classified as the science have been more difficult to be understood by the
students Nurdin (2012) as a prospective educators or learner. Therefore, lectures were able to
provide motivation and introduced environmental chemical material with more attractive and
been friendly with attention to the surrounding environment. According to Mulyasa, et al.
(2010) , to achieve the good learning goal so the lesson should be student center learning,
where learning center for students and lectures as a facilitator. To enhance students
understanding and explain between environmental chemicals studied with the surrounding
The role of Chemistry as a science subject in the Senior Secondary School curriculum
transverses both the school and national landscapes. Ranging from inculcation of scientific
knowledge, processes and practical skills to production of goods and basic needs for the
human community, the subject also serves as a pre-requisite to the study of science and
2013)
Other factors include the learning environment, the conceptual nature of Chemistry
and this may not be unconnected with the use of inappropriate, teachers and students’ interest,
lack of motivation, abstract nature of chemistry, and the lack of qualified chemistry teachers
amongst others. Gongden and Gongden (2019) noted that the most important factor is the
ineffective teaching methods in use by Chemistry teachers. Most of the chemistry teachers
make use of the usual conventional teaching approach (lecture) instead of student – centered.
strategies. A shift is therefore advocated by researchers to methods that will enable the learner
to construct his/her own understanding (Samba & Eriba, 2012; Nnorom, 2015). As a result of
this, researchers have sought to develop various teaching and learning strategies that are
rooted in constructivism. Among these strategies is cooperative learning, inquiry approach,
Chemistry is considered a core science that can permeate several areas of knowledge,
such as engineering, health, astronomy, biology, and geology, among others. According to the
curriculum components that can promote the intellectual development of the students through
the search to understand nature and its transformations. The chemistry disciplines in
secondary education can afford unique opportunities to students understand the world in the
Chemistry enables one to perform experiments and learn to observe, record calculate.
precisely and make intelligent inferences. These processes train the mind of chemists towards
inclination to the scientific method. Chemistry, being an important subject among the science
subjects, is offered at the Senior Secondary classes in Nigerian schools so as to help students
learn the important aspects of scientific concepts that would enable them to live effectively in
their immediate environment (Edomwonyi-Out & Avaa, 2011). Ababio (2005) contends that
(SSS) because of its educational value, relevance to the needs of the individual learner and
central role among other sciences, the achievement of students in the subject has continued to
be poor. This is manifested in the reports of poor performance of Chemistry students in the
West African Senior Secondary School Certificate Examinations (Njoku, 2005; Ogunmade,
Figure 1 illustrates the study's conceptual framework. Figure demonstrates how the
study will be conducted using the I-P-O or the Input-Process-Output Model. The first box
illustrates the input which consists of the respondents’ result of pre-test and post-test. The
second box shows the processes involved. The process requires the preparation and validation
the analysis and interpretation of data to formulate solutions and generate answers for the
research problems presented. Lastly, the third box illustrates the output. It represents the
prospective result of which is to propose to improve their practices towards peer tutoring in
This research study aims to determine whether the implementation of peer tutoring
can have a positive impact on enhancing students’ academic performance and understanding
1. What is the result before the treatment of the pre-test in General Chemistry of
2. What is the result after the treatment in post-test in General Chemistry of Grade
12 STEM students?
students who receive treatment and those who did not in the subject General Chemistry?
RESEARCH HYPOTHESIS
H₀
There is no significant difference between the pre-test and post-test scores in research
skills of Grade 12 STEM students in control and experimental group in the subject of General
Chemistry.
Ha
There is a significant difference between the pre-test and post-test scores in research
skills of Grade 12 STEM students in control and experimental group in the subject of General
Chemistry.
General Chemistry" provides insights into how peer tutoring can enhance academic
Students: The study's findings directly impact students by offering a potential boost in
academic performance through peer tutoring in General Chemistry. This could mean
Teachers: Teachers can benefit from insights into effective peer tutoring methods
highlighted in the study. This knowledge equips them with alternative strategies to enhance
may positively influence their child's academic journey in General Chemistry. This
understanding allows parents to play a more informed and supportive role in their child's
education.
researchers to build upon. It opens avenues for further exploration into innovative educational
methodologies and the broader application of peer tutoring, contributing to the ongoing
DEFINITIONS OF TERMS
Peer Tutoring. A teaching and learning strategy where students assist each other in
activities such as continuing classroom discussions, developing study skills, evaluating work,
principles, theories, and concepts in the field, providing a broad understanding of chemical
Experimental Group. The group in a research study that receives the specific
intervention being tested, in this case, peer tutoring, to evaluate its impact on academic
performance.
National High School that will use as the respondents of this research study.
Sample. The subset of the population selected for the study, comprising 30
METHODOLOGY
RESEARCH DESIGN
This study uses a quasi-exprimental research design to determine the cause and effect
links of peer tutoring on the academic performance of grade 12 STEM students in General
statistical conclusions from quantitative data. The research involves the same dependent
variable measured in one group of participants before (pretest) and after (posttest) a treatment
is administered with the aim of examining the cause-effect relationship while intervening
after pretest is administered for variables. The findings will provide valuable insights into the
SOURCES OF DATA
National High School located at Maramba St., Poblacion Norte, Sta. Barbara, Pangasinan.
The sample size was 30 students. They were selected using Simple random
since the schedule of their General Chemistry subject is after Recess or Breaktime. The data
was taken through a survey questionnaire made by the researchers and was validated to
ensure the reliability of the study. This study was conducted during the School Year 2023-
2024.
RESEARCH INSTRUMENT
The research instrument used in this study is a survey-questionnaire, where in the researchers
will collect the primary data of the respondents of this study by having a survey technique
using a questionnaire.
The researcher used the Multiple Choice survey-questionnaire to gather the data of the effects
of peer tutoring in improving academic performance in the subject of general chemistry. The
Multiple Choice questions are the most popular survey question type. They allow your
respondents to select one or more options from a list of answers that you define. They're
intuitive, easy to use in different ways, help produce easy-to-analyze data, and provide
The survey questionnaire is a single-answer multiple choice questionnaire type which asks
respondents to pick one from a predetermined list of answer options. Using a pretest posttest
To ensure the reliability and validity of the modified instrument that will be used, the
researchers sent the questionnaire to one content validator who met the researchers' criteria.
The validator must be teaching General Chemistry in STEM and have been teaching for at
least 5 years. They are required to provide feedback to help enhance the instrument.
ANALYSIS OF DATA
The data collected from the respondents was statistically analyzed using appropriate
statistical tools.
In determining the effects of peer tutoring for problem number 1 and problem
number 2, the researchers used spss to determine the weighted mean and standard deviation
to evaluate the performance of the respondents before and after the treatment (peer tutoring).
CHAPTER 3
TABLES
The first problem of this study aims to determine the result of the pretest and post-test in
general chemistry of grade 12 STEM students. The researchers used the weighted mean and
standard deviation of pretest and post-test to evaluate the performances of students before and
after the treatment.
Table 1
Table 1 shows the effects of peer tutoring in the performance of Grade 12 STEM
students in general chemistry. The survey questions were answered by 30 Grade 12 STEM
students. With the mean of pretest being 2.63 and posttest being 6.47 it can be interpreted that
peer tutoring greatly influences the concentration and overall performances of the grade 12
STEM students. The students having smaller standard deviation in the post test can be seen as
their scores being closer to one another with peer tutoring conducted.
In a related foreign study, Academic benefits of the peer tutoring are healthy
participation of students, their problem-solving method, facilitation of others pupils and
giving feedback to others students in their work to minimize the anxiety among the students
(Topping, 1996). Tong (2004) also explained that achievement in performance can be
increased by this method of teaching, and the overall assessment can be taken out easily.
They also concluded that tutors are likely to experienced one and they are helpful to take the
assessment process during peer tutoring. The tutors go to explain the ideas, concepts and
other content knowledge in detail or deep sense to the tutee during learning time in
classroom.
Table 2
The findings in table 2 shows and illustrate the positive difference of peer tutoring in
general chemistry among students. The significance value is .000, thus the null hypothesis
will be rejected, and the alternative hypothesis will be accepted, there is a significant
difference between the students who received peer tutoring in general chemistry and those
CHAPTER 4
SUMMARY
The researchers introduce the significance of peer tutoring in improving academic
performance and social skills, particularly in the context of General Chemistry. It addresses
traditional teaching methods and the conceptual nature of Chemistry. This study adopting a
quasi-experimental design with grade 12 STEM students from Daniel Maramba National
sampling, and a validated survey questionnaire is used as the primary data collection
instrument. Data is analyzed using appropriate tools. The data presents results and
discussions, displaying the effects of peer tutoring on grade 12 STEM students' General
Chemistry performance. The pre-test mean is 2.63, post-test mean is 6.47, indicating
pre-test and post-test scores, affirming the positive impact of peer tutoring. the research
performance in General Chemistry. The findings have implications for students, teachers, and
FINDINGS
This research study aims to determine whether the implementation of peer tutoring
can have a positive impact on enhancing students’ academic performance and understanding
1. What is the result before the treatment of the pre-test in General Chemistry of
2. What is the result after the treatment in post-test in General Chemistry of Grade
12 STEM students?
The mean result of the post test before receiving treatment is 6.47
students who receive treatment and those who did not in the subject General Chemistry?
There is a significant difference between the pretest and post-test scores in research
skills of Grade 12 STEM students in control and experimental group in the subject of General
Chemistry.
CONCLUSIONS
mean post-test scores from 2.63 before treatment to 6.47 after treatment. This indicates that
peer tutoring had a positive impact on enhancing students' academic performance and
In the lessons using peer tutoring strategies, students were overall observed as
engaged in the learning with their partner. During the first lesson, students switched roles
with one person drawing out Lewis dot structures with the other partner explaining how to do
it. Students were observed to be engaged and 95% completed the entire activity and
homework with their partner. During another lesson where a peer tutoring strategy was used,
students switched roles telling the story of a molecule to a partner where they explained its
structure and properties. Students were observed sharing resources and having positive peer
to peer interactions. Four students were on their cell phones during the activity. Observations
of the lessons of the cooperative learning lessons also reflected positive student-to-student
interactions, although slightly less engagement. During a lesson that involved cooperative
learning, where groups of four each had a role to complete one aspect of the activity, students
were observed helping each other get caught up when another group member got behind.
Therefore, it can be concluded that peer tutoring is a valuable strategy for enhancing
RECOMMENDATIONS
Based on the conclusions of the study, the following recommendations are offered:
1. Look for tutors with strong subject knowledge, clear communication skills, and a patient
teaching style.
2. Actively engage during sessions, ask questions, and practice problem-solving together.
3. Review class materials before each session to make the most of the tutoring experience.
4. Utilize resources like textbooks, online materials, or practice problems to supplement your
learning.
5. Collaborate with your tutor to identify specific areas of difficulty and focus on targeted
improvement.
6. Don't hesitate to communicate your learning preferences and goals to ensure the tutoring
7. Lastly, stay proactive in your studies and apply the concepts learned during tutoring in
REFERENCES
Marieswari, M. & Prema, N. (2016). Effectiveness of Peer Tutoring in Learning English among
Tutors and Tutees of Class VIII Students in Kancheepuram(11).
https://files.eric.ed.gov/fulltext/EJ1115729.pdf
Maheady, L.(2010) .Classwide Peer Tutoring: Practice, Theory, Research, and Personal
Narrative.
https://www.researchgate.net/publication/
254108182_Classwide_Peer_Tutoring_Practice_Theory_Research_and_Personal_Narrative
Danlandi Shehu ,Z. ,Adamu Gagdi J. (2012).Effects of Peer Tutoring Instructional Method on the
Academic Achievement in Biology among Secondary School Students in Zaria Metropolis,
Nigeria.
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n_Biology_among_Secondary_School_Students_in_Zaria_Metropolis_Nigeria
de Quadros, A. , Da-Silva, D., Silva, F., de Andrade , F., Aleme, H., Tristão, J., Oliveira, S.,
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https://www.sciencedirect.com/science/article/pii/S0187893X18301393
Jibrin, A. (2012). Effects of Peer Tutoring Instructional Method on the Academic Achievement in
Biology among Secondary School Students in Zaria Metropolis, Nigeria
https://www.researchgate.net/publication/
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Química, E. (2011). The knowledge of chemistry in secondary education: difficulties from the
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https://www.sciencedirect.com/science/article/pii/S0187893X18301393
APENDIX A
Letter to respondents
APENDIX B
Research instruments
APENDIX C
of the Survey-Questionnaire
APENDIX E
EDUCATIONAL BACKGROUND
EDUCATIONAL BACKGROUND
MADELIENE D. CABANLONG
EDUCATIONAL BACKGROUND
EDUCATIONAL BACKGROUND
EDUCATIONAL BACKGROUND
JARON O. CARILLA
EDUCATIONAL BACKGROUND
RAVEN D. PASOQUEN
EDUCATIONAL BACKGROUND
JOHANNES T. FERNANDEZ
EDUCATIONAL BACKGROUND
EDUCATIONAL BACKGROUND
EDUCATIONAL BACKGROUND