Title of the Study: PALS (Peer-Assisted Learning Strategies): A

Pedagogical Approach in Improving Mathematical

Understanding and Retention Among Grade 8

Students

Name of Researcher: Eva Mae P. Verzosa

Position: Secondary School Teacher I

School/Office/Organization: Talalora National High School

Address: Barangay Poblacion II, Talalora, Samar, Philippines

Schools Division: Samar

Contact Details: evamae.verzosa@deped.gov.ph

0935-441-7893

Context and Rationale

Mathematics holds a crucial role in today's world and is widely used as a vital

tool in a variety of fields such as the natural sciences, engineering, medicine, and

social sciences. It is a part of education curricula at every level to help students

develop their cognitive abilities, foster logical and critical thinking, and improve their

analytical and problem-solving skills. Despite mathematics being emphasized as a

crucial and required subject in schools, students still tend to perform poorly in

mathematics compared to other subjects (Dorji & Darjay, 2022).

The results of the 2018 Programme for International Student Assessment

(PISA) were made public, revealing that the Philippines performed the worst in

reading comprehension and ranked second to last in mathematics and science.

According to former Department of Education secretary Leonor Briones, the PISA

results emphasize the urgent need to improve the quality of basic education. Studies

have shown that students lack mathematical skills, making it difficult to achieve

learning outcomes. To address this problem, repetitive and remedial classes were

conducted using conventional teaching methods such as lecture, discussion, and

demonstration. However, these methods did not cater to the diverse needs of the

students. Thus, this action research will be conducted with the aim of utilizing PALS

(Peer-Assisted Learning Strategies) to improve the understanding and retention of

mathematics among grade 8 students at Talalora National High School.

The focus of this research is on the growing awareness of the significance of

interaction among students in the educational experience. Studies have

demonstrated that students can enhance their understanding through mutual

explanation of concepts, collaboration in problem-solving, and the exchange of

differing viewpoints and concepts. Furthermore, students can sharpen their social

and emotional abilities through interaction with their peers, which can have a positive

impact on their overall well-being and academic performance. In the context of

mathematics, peer-assisted learning strategies have been shown to be particularly

effective in promoting student engagement, motivation, and understanding of

mathematical concepts. Through collaborative effort, students can attain a more

comprehensive grasp of mathematical ideas and feel a sense of responsibility for

their own education (Alegre et al., 2019).

In PALS (Peer-Assisted Learning Strategies), students are organized into

small groups and given the opportunity to work together on mathematical problems,

engage in discussions, and provide feedback to each other. The peer-assisted

learning activities are structured and facilitated by the teacher, who also provides

guidance and support as needed.

The Philippines faces an alarming disparity in the level of achievement in

Mathematics 8 among students from disparate regions and backgrounds. The root

causes of this problem are multifold, including a lack of financial resources, limited

access to quality education, a lack of support for students' learning needs, and a

curriculum and pedagogical approach that are not properly tailored to meet the needs

of all students. To bridge this gap in learning, a comprehensive strategy must be

implemented to address the socioeconomic factors impacting student learning,

modify the existing curriculum and teaching methods, and provide students with the

necessary resources to develop their mathematical skills.

Proposed Innovation, Intervention and Strategy

The proposed strategy is called PALS (Peer-Assisted Learning Strategies),

which is a peer-based tutoring approach that caters to the unique learning needs of

each student. This cooperative learning approach matches students together and

assigns them the roles of a "coach" and a "player."

In the PALS approach, the teacher may initially arrange the students into

pairs. This pairing could be based on various factors such as ability, learning style, or

personality. Afterwards, the teacher would provide training and guidance to the

students on how to collaborate effectively and give helpful feedback to one another.

This would include strategies for active listening, asking clarifying questions, and

summarizing what has been discussed.

During typical class sessions, the teacher may facilitate structured, peer-

assisted learning activities. For example, students could be presented with a

mathematical problem to solve collectively, and each member of the group would

have a specific role in contributing to the solution. The teacher could also lead

conversations on mathematical ideas and prompt students to pose questions and

present their own understanding.

Finally, the teacher could continually evaluate the efficacy of the PALS

strategy by monitoring the students' progress, collecting feedback from both the

students and their peers, and making modifications to the intervention as necessary.

The goal would be to create a supportive and inclusive learning environment that

promotes active and collaborative learning and helps improve mathematical

understanding and retention among 8th grade students.

Action Research Questions

The aim of this study is to investigate and answer the following questions:

1. How does peer-assisted learning strategies affect the mathematical

comprehension and retention of 8th grade students?

2. What is the pre-test and post-test scores of the grade 8 students?

3. Is there a significant difference between the pre-test and post-test scores of

the grade 8?

Action Research Methods

Participants and/or other Sources of Data and Information

The study participants for this research are the 8th grade students at Talalora

National High School who will be enrolled in school year 2023-2024. The researcher

selected 8th-grade students as the study participants due to the fact that they were

the test-takers of both the TIMSS (Trends in International Mathematics and Science

Study) and PISA (Programme for International Student Assessment).

Data Gathering Methods

The researcher will first secure permission from the district-in-charge of

Talalora to conduct the study. Once approved, she will work with the school principal

to plan and carry out the data collection.

The researcher will utilize survey questionnaires, observation notes, student

work samples, student interviews, and peer evaluations as research tools. The

researcher will use multiple methods to gather data on the impact of the PALS

approach on the students' perspectives, motivation, engagement, and experiences in

mathematics. This includes administering surveys, observing PALS activities, taking

notes, recording, and analyzing discussions, analyzing student work samples,

conducting individual interviews, and collecting peer evaluations. The data collected

will be used to determine the effectiveness of the PALS approach and inform any
necessary adjustments to improve the mathematical understanding and retention of

8th grade students.

A written consent and/or agreement will be obtained from the participants of

the study before conducting any data collection activities. The participants will be

informed about the purpose of the study and will be informed that their participation is

completely voluntary, giving them the option to decline or withdraw their participation

at any time. To protect the participants' privacy, their identities will be kept

confidential and coded when presenting the results of the study. Additionally, the

research proposal will be reviewed by the Ethics Board of the Division Office of

Samar to ensure ethical compliance. The collected information will be kept

confidential to maintain the privacy of the individuals involved in the study.

Data Analysis Plan

Analysis Plan

The researcher will analyze various forms of data collected from the student

participants, including survey questionnaires, observation notes, student work

samples, student interviews, and peer evaluations, to assess the impact of the Peer-

Assisted Learning Strategies (PALS) approach on the mathematical understanding

and retention of grade 8 students at Talalora National High School. Descriptive

statistics will be utilized to summarize the data obtained from the survey

questionnaires and peer evaluations, while the observation notes and video/audio

recordings will undergo transcription and coding to uncover patterns and themes

related to student interaction, discussion quality, and the effectiveness of the

strategies used. Analysis of student work samples will provide insight into any

improvements in mathematical understanding and retention because of the PALS

approach. The results of the one-on-one interviews will undergo thematic analysis to

determine the students' perceptions and experiences of the PALS approach and its
impact on their mathematical understanding and retention. The findings will be used

to evaluate the impact of the PALS approach and make any necessary adjustments

to the intervention.

Action Research Workplan and Timeline

Action Research Schedule

Feb-April May-July Aug-Oct Nov-Dec

Preparatory Phase

Approval of Research
Instruments

Data Gathering

Analysis and Reporting of

Results

Cost Estimates

The following are the expenses that will be utilized by the researcher in the

conduct of the study:

RESEARCH PROCESS Unit

Description Quantity Total
STEPS Price
1. Writing research A4 bond paper 3 reams 235*3
proposal
2. Developing Long folder 15 pcs. 35*15 1, 980
Instrumentation Printer ink 1 set 750
Plan
A4 bond paper 2 reams 235*2

3. Collecting Data 3,470

Snack 50 3000
students
4. Process and Internet 2-3 moths 3000 11,500
Analyzing data
5. Report of research Transportation 5 times 5*150*2
findings
Accommodation 2 times 1500*2
 Publication fee once 4000
6. Dissemination and concerned
snacks 2000 2000
advocacy result teachers
Total 18, 950.00

Plans for Utilization and Dissemination

The utilization and dissemination plan for Peer-Assisted Learning Strategies

(PALS), which aims to enhance mathematical comprehension and retention among

8th-grade students, includes several measures to ensure its success and widespread

implementation. To begin with, the program will be tested at other grade levels,

where its outcomes will be carefully monitored and evaluated. These results will then

be used to improve and refine the program before it is introduced on a larger scale.

Additionally, the action research results will be shared through various mediums,

such as research papers and online platforms, to reach a broader audience and

generate interest among educators, policymakers, and the public. The aim of this

dissemination plan is to establish the PALS approach as a widely accepted and

successful strategy for enhancing mathematical understanding and retention among

students.

References
Research journals
Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentin, G. (2019). Peer tutoring and
mathematics in secondary education: Literature review, effect sizes,
moderators, and implications for practice. Heliyon, 5(9), e02491.
https://doi.org/10.1177/0022057418800950
Dorji, L., & Darjay, T. (2022). Investigating the Effectiveness of Peer Assisted
Learning Strategy in Solving Mathematical Word Problems: An Action
Research with Grade Six Students. Asian Journal of Education and Social
Studies, 32(3), 1-7.

Websites
Education GPS, OECD, 2/20/2023, 12:11:11 AM http://gpseducation.oecd.org
Magsabol, B. (2020, December 9). PH lowest among 58 countries in math, science,-
global assessment. Rappler. https://www.rappler.com/nation/filipino-students-
lagging-behind-math-science-timms-international-results-2019/
San Juan, R. (2019, December 4). DepEd welcomes PISA results, recognizes ‘gaps’
in education quality. Philstar Global.
https://www.philstar.com/headlines/2019/12/04/1974229/deped-welcomes-
pisa-results-recognizes-gaps-education-quality
Villegas, B.M. (2021, June 29). Addressing the Philippine education crisis. Business
World Publishing.
https://www.bworldonline.com/opinion/2021/06/29/379015/addressing-the-
philippine-education-crisis-2/