THE EFFICIENCY OF USING PEER TUTORING IN HIGH SCHOOL STUDENTS OF CHILD JESUS OF

NAZARETH SCHOOL IN STUDYING ALGEBRAIC EXPRESSION

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

A. Background of the Study

Peer tutoring is a teaching strategy that uses students as tutors. The student pairs might work
on academic, social, behavioral, functional, or even social skills. There are many ways to pair
students, such as by ability level, skills mastered, or age. Peer mentoring is a form of mentorship
that usually takes place between a person who has lived through a specific experience (peer
mentor) and a person who is new to that experience (the peer mentee). Peer mentors are also
used for health and lifestyle changes. The goal of peer tutoring is to help new learners to learn
new knowledge with the help of someone who already has experience.

Teaching has become a very challenging profession with the requirements to provide
appropriate individualized instruction in large and diverse classes. Problem behaviors displayed
by students with special needs exacerbate the difficulties. This is especially true and intense in
physical education, where students are exposed to extreme emotional situations under physical
demands. Class wide peer tutoring (CWPT) is an evidence-based teaching strategy that involves
programmed interactions between peers and holds promise for the education of students at
risk who display antisocial behaviors. This article discusses the implementation and modification
of CWPT in third and eighth grades in a K-12 inner-city charter school in the USA, directed
towards students who have special educational and social needs. First, the two CWPT
applications are described. Second, authors share the students’ reactions to pedagogy. Third,
based on students’ responses and the teacher's accumulated experience delivering CWPT, the
article discusses how to tailor CWPT better to each of the grade levels. (ABERGEL, AYVAZO,
2014).

This study investigated the effect of peer tutoring strategy on the students’ achievement in
solving exponential expressions. It also determined the students’ persistent errors in solving
given exponential expressions. This study employed a quasi-experimental design and two intact
classes randomly assigned to an experimental and control group. A validated 10-item test
(α=.75) was utilized as the main instrument. Results revealed that students in the peer tutoring
group performed better than in the lecture group. Moreover, the peer tutoring strategy
significantly improved the learning outcomes of students in the experimental group. It is
recommended that peer tutoring strategy may be used by mathematics teachers to improve
their students' performance in the subject matter. Implications address the need to explore
other teaching strategies suited for students in the mathematics classroom. (BARREDO,
MAMOLO, YCONG, 2021).

Peer tutoring is an organized method of involving students with one another in academic and
social activities. Despite the fact that the term "peer tutoring" isn't frequently used, the practice
itself is being used by students.
B. Statement of the Problem

This study determines to know the opinion of the students about the use of peer tutoring in
studying algebraic expressions.

1. The demographic profile of the students?

1.1 Age?

1.2 Sex?

1.3 Grade?

2. Do peer tutoring efficient in studying Algebraic Expressions?

3. Do students have experience having/being a peer tutor?

4. How does one's knowledge help a new learner?

5. How can peer tutoring improve one's own learning?

6. What problems does the tutor will encounter?

7. Do students constantly face difficulties in new lessons? Why?

8. What new experience will the mentor/learner achieve from peer tutoring?

9. What are the improvement in students’ learning outcomes in algebraic expressions

using peer tutoring?

10. Do Students Prefer Self Learning or Peer Tutoring?

C. Significance of the Study

Tutor- This will enhance their confidence and improve their interaction with others and enable
them to establish connections with new people.

Tutee- This will help them to learn more easier especially the freshmen.

Teachers- It can help peer teachers develop confidence and improve their abilities.
Furthermore, it’s crucial to understand that peer teaching is a two-way process. Participating in
the peer learning process can be advantageous for peer teacher as well.
D. Assumption of the Study

Peer tutoring enables greater student participation and feedback, which boosts academic
performance. Also, it gives students additional chances to put abilities into practice, which
improves retention. By instructing another student on a subject, the student tutor develops
their own understanding of the subject. It allows for higher rates of student response and
feedback, which results in better academic achievement.

E. Scope and limitation of the Study

This study will only be focused on the High School students at the School of Child Jesus of
Nazareth School. The Scope of this study is to know the understanding of students about peer
tutoring and how efficient it is when used as one of the ways of learning new knowledge. The
limitation of the study is only the High School students of CJNS.
F. Definition of Terms
Peer Tutoring- is a teaching strategy that uses students as tutors.
Tutor- is someone who provides academic assistance with a specific subject matter.
Tutee- is the person being tutored.
Algebraic Expression- an expression which is made up of variables and constants, along with
algebraic operations (addition, subtraction, etc.) (Byju’s)

(CWPT)Class wide peer tutoring- is a teaching strategy in which the class is divided into pairs, or
small groups no larger than five. (Study.com)

Methodology- a system of methods used in a particular area of study or activity. (Oxford

Peer- is someone who is equal to that person, generally of a similar age, social status, or the
like. (cornell.edu)

Tutoring- is to teach or guide a person and usually done individually.

CHAPTER 2

A. Review of Related Literature

According to research, students' proficiency in mathematics has been diminishing over the past
few decades. Subject (Stokke, 2015; Wijsman et al., 2016). (Stokke, 2015; Wijsman et al., 2016).
According to the Program for International Filipino students scored an average of 353 points in
the 2018 Programme for International Student Assessment (PISA). mathematical literacy that is
regarded as being much below the OECD average (489 points).and received a Level 1 proficiency
rating (Department of Education, 2019). With this outcome, the Philippines scored the lowest in
PISA 2018 among the ASEAN nations that participated. In addition, the Mathematics National
Achievement Test (NAT) results for the academic years 2014–2016In 2015, 2015–2016, and
2016–2017, math performance dropped from 69.71% to from 47.37% to 37.30% for grade 10
students, and 34.75% for grade 6 students, according to Philippine Statistics.2019 (Authority).

Research has shown that students' proficiency in mathematics has been diminishing over the
past few decades. According to the Program for International Student Assessment (PISA),
Filipino students scored an average of 353 points in 2018, below the OECD average (489 points).
The Philippines scored the lowest in PISA 2018 among the ASEAN nations that participated.
Additionally, the Mathematics National Achievement Test (NAT) results for the academic years
2014-2016 showed that math performance dropped from 69.71% to from 47.37% to 37.30% for
grade 10 students, and 34.75% for grade 6 students.

Over the course of more than four decades, the impacts of math peer tutoring have been
studied. Numerous studies on the topic have since been conducted because of the pioneering
work by Harris and Sherman (1973) and Fogarty and Wang (1982). Recent research in the
discipline has found that interactions between students during peer tutoring have a good,
significant impact on students' learning of mathematics. (Alegre et al., 2019c; Gamlem, 2019).

The academic advantages of this system have been established in several research reviews and
meta-analyses, from preschool to higher education. (Britz, 1989; Morano & Riccomini, 2017;
Robinson et al., 2005; Rohrbeck et al., 2003). Peer tutoring has reportedly reported comparable
academic gains at these academic levels. (Bowman-Perrott et al., 2013; Ritter et al., 2009).

Reviews of recent literature (Authors, 2019; Leung, Authors (2018; Leung 2019a) and meta-
analyses have regularly shown that using this methodology has academic, social, and
psychological advantages. Experiences with peer tutoring have been completed at every
educational level, from kindergarten to college. However, studies on peer tutoring in
mathematics that deal with algebra are scarce. contents. Given that there are six outstanding
fields of mathematics education (geometry, arithmetic, analysis, probability, and statistics),
experiences with peer tutoring refer primarily to the contents of geometry and mathematics
(Leung, 2015).

According to Hartman (2010) peer tutoring increases the motivation of the student to learn and
it is supported by Whitman (2012) and Annis (2013) claims that peer tutoring helps the student
perform better. Topping (2010) claims that peer tutoring is an effective way to improve self-
esteem.