PROJECT PARES: EARLY NUMERACY INTERVENTION FOR LARF IN

MATHEMATICAL LEARNING DIFFICULTIES OF GRADE 3

A Research Proposal
Presented to
Division Research Council
Deped, Carcar City Division

Researchers:

MA. NELIA E. APURA

MARLYN D. CABALLERO
ELLEDEE LIZA P. REGIS
BARONESSA G. VARGA

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 Table of Contents

Title Page-----------------------------------------------------------------------------------------------

CHAPTER 1: INTRODUCTION

I. Context and Rationale-------------------------------------------------------------------------

II. Proposed Innovation, Intervention and Strategy----------------------------------------

III. Action Research Questions-------------------------------------------------------------------

CHAPTER 2: ACTION RESEARCH METHODS

IV. Participants or other Source of Data and information----------------------------

V. Data Gathering Methods--------------------------------------------------------------------

VI. Data Analysis Plan----------------------------------------------------------------------------

VII. ETHICAL CONSIDERATIONS

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I. Abstract

This study on peer tutoring emphasizes programs in mathematics and suggests

that such programs have positive academic outcomes for Grade 3 learners as tutors, as tutees, or

other person’s involved in this activity. Such programs also appear to have a positive impact on a

variety of attitudinal and socio - emotional outcomes, such as learners' attitudes towards school,

their self-concepts, and their sense of academic efficacy. This review also explores whether

specific features of the tutoring programs (e.g., tutor training and amount of tutoring) or

characteristics of the students (e.g., academic level prior to tutoring and gender composition of

tutor-tutee pairs) affect various outcomes. Role theory is used as a theoretical framework to

explain some intriguing and surprising findings (e.g., why tutors show academic gains even

when they do not receive additional subject matter instruction, why longer and/or more

substantial tutoring programs may not foster greater immediate academic gains than shorter

programs). Finally, implications of the review for the development of peer tutoring are discussed.

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II. Acknowledgement

Behind the success of this action research paper. There are people who did not left us

to make this into reality and we are very thankful to them.

To our Almighty God who sent his Holy Spirit to guide us during the whole course of

the study.

To Rommel W. Otero, Division Research Coordinator for sharing his professional

expertise, care, encouragement and advise to us the researchers.

To Tal-ut Elementary School for the support especially the Grade 3 learners. As well

as their respective parents for letting their children be our respondents on this action research.

To our Beloved Family for the moral support and inspiration.

To those who in one way or another gave their assistance and contributed much to the

success of this study.

To all of them, our heartfelt thanks and GOD bless you all.

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CHAPTER 1: INTRODUCTION

I. Context and Rationale

The Covid-19 pandemic has affected every aspect of life and altered the way we

operate. This has a significant impact on the teaching-learning process since the situation is

considerably more challenging, particularly for Learners At Risk of Failure who were unable

to acquire the fundamental skills in numeracy. Due to the absence of teacher and classmate

face-to-face contact, intelligent learners feel bored and yearn for a classroom setting, and

failing students struggle to independently complete their modules. But education must

continue regardless of the circumstances. During the pandemic, Tal-ut Elementary School is

one of the schools facing the similar difficulty. According to parent feedback, some of their

children struggle to complete their modules owing to a lack of fundamental skills.

Project Pares or 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 learners an

opportunity to use their knowledge in a meaningful, social experience, ( Dagenais, C., & Hawa,

J. (2019). Peer-tutor intervention in Tal-ut Elementary School is necessitated by a range of

alarming situations. These include academic struggles where students are falling behind and

need additional guidance, , bullying and peer pressure that can create a hostile environment,

and the presence of learning disabilities demanding specialized support. Test anxiety,

behavioral issues, personal problems outside of school, and a lack of motivation also prompt

the need for peer-tutor assistance. Moreover, peer tutors can aid students in honing

homework and study skills,. By addressing these concerns, peer-tutor interventions foster a

supportive and empowering educational environment.

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 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.,

1986), the tutor by seeing self-competence in his or her ability to help someone and the tutee

by receiving positive reinforcement from peers. The process of peer tutoring as the

acquisition of knowledge and skill through active helping and supporting among status

equals or matched companions. It is a flexible, peer-mediated strategy that involves learners

serving as academic tutors and tutees. Typically, a higher performing learner is paired with a

lower performing learner to review critical academic or behavioral concepts (Holt & Walker,

2019)

In accordance with this situation, PROJECT PARES is created. Project Pares or

Peer Tutoring utilizes the recognized bright students in the classroom who are eager to tutor

their struggling classmates in mathematics. They must be neighbors to prevent them from

interacting with unfamiliar children.

Thus, far research into peer tutoring has taken a 'positivist' approach so that the

benefits of peer teaching and learning have now been well documented. Research studies

report that peer tutors show enhanced or increased personal development, motivation and

confidence (Hammond et al, 2020).

Biggs also noted students reported they liked the friendlier and relaxed learning

environment provided by mentors and the opportunity to initiate friendships amongst their

peer groups (2018).

It has even been suggested that peer tutors are considered 'the most powerful

influence in undergraduate education, even more so than advisors and instructors' (Colvin

2020). Given this buzz around peer tutoring and the desire to offer more schemes within

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 curriculum design it is, arguably, important then for educators to gain a deeper understanding

of the student experience of peer tutoring.

II. Proposed Innovation, Intervention, and Strategy

Intervention

Project Pares aimed at investigating the effectiveness of using peer-tutoring as an

intervention strategy for improving early numeracy skills among children in the context of

mathematical learning.In this project, peer-tutoring is defined as a teaching and learning strategy

that involves one student (the tutor) providing academic assistance to another learnert (the tutee)

who is struggling in a particular subject. The peer-tutoring approach has been found to be

effective in enhancing academic performance and motivation in learners.The research project

will involve designing, implementing, and evaluating a peer-tutoring intervention program for

early numeracy skills in mathematics among primary school-aged children. The program will be

implemented in a real-world setting, and its effectiveness will be evaluated through pre-

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implementation, during implementation and post-implementation assessments of participating

leaners' numeracy skills, as well as their attitudes towards mathematics and peer-tutoring.

During the implementation of the peer-tutoring intervention program for early numeracy

skills in mathematical learning, several steps may be taken to ensure that the program is

effectively delivered to the participating students. The first step is to identify the students who

will participate in the program. This may involve pre-intervention assessments of the

participating students' numeracy skills to identify those who are struggling and would benefit

from the peer-tutoring program.

Once the participating students have been identified, the next step is to select and train peer-

tutors. Peer-tutors should be selected based on their academic performance, their willingness to

participate, and their ability to communicate effectively. They should also receive training on

how to effectively deliver the intervention program. The training should include strategies for

supporting struggling learners, creating a positive learning environment, and effective

communication. The next step is to develop an intervention program that meets the identified

needs of the participating students. The program should include clear learning objectives,

instructional strategies, and assessment tools. The intervention program should also be designed

to be engaging and motivating for the participating students. Additionally, the program should

incorporate opportunities for the peer-tutors to receive feedback on their performance and to

continually improve their tutoring skills.During the implementation of the peer-tutoring program,

it is important to monitor and supervise the program to ensure that it is being delivered

effectively. This may involve regular observations of the peer-tutors, collecting feedback from

participating students and their parents, and reviewing the program's effectiveness through

ongoing assessments.

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 After the implementation of the peer-tutoring intervention program for early unj

numeracy skills in mathematical learning, it is important to evaluate the program's effectiveness

and make necessary adjustments for future implementation. This involves conducting post-

intervention assessments of the participating students' numeracy skills to determine the extent to

which the program was successful in improving their early numeracy skills in mathematics.

In addition to assessing the participating students' numeracy skills, it is also important to

collect feedback from the participating students, their parents, and the peer-tutors on their

experiences with the program. This feedback can provide valuable insights into the program's

strengths and weaknesses and help identify areas for improvement.Based on the evaluation of the

program's effectiveness and the feedback received, adjustments may be made to the intervention

program for future implementation. This may involve revising the learning objectives,

instructional strategies, assessment tools, or selection criteria for the peer-tutors.

Finally, it is important to disseminate the findings from the implementation of the peer-

tutoring intervention program to relevant stakeholders, such as educators, parents, and

policymakers. This can help to inform future decisions about implementing similar interventions

in other contexts and contribute to the wider knowledge base on effective interventions for

improving early numeracy skills in mathematics.

Discusses peer-mediated interventions, particularly peer tutoring, as examples of integrated

teaching/management systems. The ability of peer-oriented interventions to overcome some of

the limitations of other procedures is described, and potential benefits with respect to areas such

as academic performance and attitudes, social skills, and the school integration of handicapped

children are reviewed. Concerns are noted in terms of peer competence, informed consent,

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negative side effects, and accountability. Procedures are outlined regarding tutor selection and

pairing, curricula and tutoring roles, tutor training, and teacher roles.

III. Action Research Questions

What happens to learners’ academic performance in numeracy when we implement

project pares to the Grade 3 Learners At Risk in Failing?

CHAPTER 2

Action Research Methods

The study will be conducted in Tal-ut Elementary School for Grade 3 learners.

The school is situated in Sitio Tal-ut in Barangay Valencia, Carcar City, Cebu. It is 5 kilometers

away from the city proper. The school has the total population of 320 learners from Kinder to

Grade 6 with 10 nationally paid teachers including our new School Head Mrs. Baronessa G.

Varga. The school has a total lot area of 6000 sq. meter which was acquired through donation.

We are known as a school friendly; our school head is a great motivator when it

comes to management of the school premises outside and inside including stakeholders’

participation. Teachers as well have a big role inviting and convincing learners to be enrolled in

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our school in any means. Teachers inculcate, implement, and involve learners in participation of

the class to have a continuous learning progress.

Tal-ut is also known for Shoe Making as one of the main sources of livelihood

aside from farming and livestock raising. And majority of the male population are working in

carpentry and masonry in any construction firms as other source of income.

I. Participants or other Source of Data and information

The participants of this research was Grade 3 students who had an average of 90%

in Mathematics, Tutee- grade pupils who were identify as non-numerates in EGMA and

teacher that should look after the undertakings of the tutor and tutee.

TABLE 1 Pre-Assessment

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In this case, the mode, which is the value that appears most frequently, is 13. This indicates that

more students achieved a score of 13 compared to any other score.

The mean is 14.7. The mean provides us with the average score for the group of students.

The median is 14.5. It suggests that half of the students scored below 14.5 and the other half

scored above it.

Considering these results, we can assess the skewness of the distribution. In this case, since the

highest score of 50 is significantly greater than both the mode and the median, it indicates a tail

on the right side of the distribution. Therefore, the distribution is skewed to the right. This means

that most scores tend to be concentrated.

TABLE 2

MID – ASSESMENT

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In a test taken by 10 students, the highest score obtained was 50. Among these students, the

mode, which is the value that appears most frequently, is 26. This means that more students

achieved a score of 26 compared to any other score.

The mean, or average, of the scores is calculated by adding up all the scores and dividing the

sum by the total number of students. For this dataset, the mean score is 24.9.

The median, which represents the middle value when the scores are arranged in ascending order,

is 25.5. This indicates that exactly half of the students scored below 25.5 and the other half

scored above it.

To summarize, out of the 10 students who took the test, the highest score achieved was 50. The

mode of the scores is 26, indicating that it was the most frequently obtained score. The mean

score is 24.9, representing the average score of all the students, and the median score is 25.5,

signifying the middle score when arranged in ascending order.

Considering these results, we can assess the skewness of the distribution. In this case,

since the highest score of 50 is greater than both the mode and the median, it suggests a tail on

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the right side of the distribution. Therefore, the distribution is skewed to the right. This means

that the majority of scores tend to be concentrated towards the lower end, with a few higher

scores pulling the distribution towards the right.

TABLE 3

POST -ASSESSMENT

The scores collected from POST-TEST indicate that the mode, representing the most

frequently occurring value, is 46 and 48. This implies that a significant number of participants

achieved these scores, making them the most common within the dataset. Furthermore, the mean,

which represents the average score, is calculated to be 46.1. This value signifies the central

tendency of the scores and reflects the overall performance level across the dataset. Additionally,

the median, which represents the middle value when the scores are arranged in ascending order,

is determined to be 46.5. This suggests that half of the scores fall below 46.5, while the other half

fall above it. These findings provide valuable insights into the performance and distribution of

scores within the participant group or the analyzed datase

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 III. Data Analysis Plan

The data analysis for the peer-tutoring intervention program for early numeracy skills in

mathematical learning involved a thematic analysis. The analysis was conducted to identify

patterns and themes in the data related to the effectiveness of the program and the experiences of

the participating students, their parents, and the peer-tutors.

The first theme that emerged from the data was the effectiveness of the peer-tutoring

intervention program in improving the participating students' early numeracy skills in

mathematics. The post-intervention assessments showed significant improvements in the

participating students' basic numeracy skills, including number sense, counting, and basic

operations. The improvements were observed across all participating students, indicating that the

program was effective for a diverse group of learners. The second theme that emerged from the

data was the positive experiences of the participating students with the peer-tutoring program.

Many students reported that they enjoyed the peer-tutoring sessions and felt that they learned a

lot from their peer-tutors. The peer-tutors were also praised for their patience, encouragement,

and effective teaching strategies. The third theme that emerged from the data was the positive

experiences of the parents with the peer-tutoring program. Many parents reported that they

noticed improvements in their child's mathematical skills and confidence after participating in

the program. They also appreciated the personalized attention and support that their child

received from the peer-tutors.

Overall, the thematic analysis provided strong evidence for the effectiveness of the peer-tutoring

intervention program for early numeracy skills in mathematical learning.

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 The program was effective in improving the participating students' basic numeracy skills

and was well-received by the participating students, their parents, and the peer-tutors. These

findings highlight the potential of peer - tutoring as an effective strategy for supporting

struggling learners in mathematics.

IV. Ethical Considerations

o Research participants should not be subjected to harm in any ways whatsoever.

o Respect for the dignity of research participants should be prioritized.

o Full consent should be obtained from the parents of the learners prior to the study.

o The protection of the privacy of research participants must be ensured.

o Adequate level of confidentiality of the research data should be secured.

o Any type of misleading information, as well as representation of primary data

findings in biased way must be avoided.

References

 Dagenais, C., & Hawa, J. (2019). Peer tutoring in higher education: A

comprehensive meta-analytic review. Higher Education, 77(4), 695-727.
 Cohen, P. A., Kulik, J. A., & Kulik, C. C. (2020). Educational outcomes of tutoring: A meta-
analysis of findings.

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