College of Education

Peer Mentoring for Academic Performance of Grade 8 Students in Science

Guarin S. Maguate1, Author2
1
Northern Negros State College of Science and Technology, Philippines
2
Affiliation/Institution/University, Country
[email protected], email2

ABSTRACT
This research explored the effects of Peer Mentoring on the academic performance of Grade 8
students in Science. The subjects of the study were composed of sixty (60) Grade 8 students
enrolled in one public secondary school in A.Y. 2022 – 2023. The sample of the study was
divided into two groups, the experimental and control group. A quantitative descriptive
research design was utilized to determine the effect of Peer Mentoring on the academic
performance of Grade 8 students in science. This study used a researcher-made test and was
administered to the control and experimental groups. The mean scores of the Pre-test and
Posttest of the control group and Experimental Group, were used to determine the performance
of Grade 8 students in science before and after the intervention. Paired Sample T-test was
utilized to determine the significant difference between the pre-test and posttest scores of the
Control Group and Experimental Group. The same statistical treatment was used to determine
the significant difference between the posttest scores of the Control Group and the
Experimental Group. The result of this study revealed that Peer Mentoring had significantly
improved the academic performance of the students exposed to the intervention. The study
recommended the teachers not to utilize Peer Mentoring as their primary instructional method,
but rather as an additional and supportive tool.

KEYWORDS
Academic Performance, Grade 8 Students, Peer Mentoring, Science
INTRODUCTION
The pandemic has altered the nature of education as a whole. We changed from the traditional
classroom learning model to the contemporary technological learning methods. From the convenience
of our homes, we could access all study materials and learn anything. During this pandemic, the tasks
and responsibilities of teachers have expanded. To better prepare themselves for their new voyage,
they had to learn more than the pupils did (SchooPed,2021).
OBJECTIVES OF THE STUDY
State the general and specific objectives or purpose of conducting the study in paragraph format.
MATERIALS AND METHODS
Research Design
The quantitative research design using the quasi-experimental approach was employed in this
study to determine the effect of Peer Mentoring on the academic performance of Grade 8 students in
science. Likewise, the said design is appropriate for this study to determine the significant differences
between the scores of the control and experimental group in terms of pre-test and post-test
Subjects of the Study
The subjects of the study were the two sections of Grade 8 of Andres Gumban Memorial
National High School officially enrolled during the School Year 2022-2023. The two groups (control
and experimental groups) were determined through purposive sampling. The control group was the
Grade 8 – Piety and the experimental group was the Grade 8 – Fortitude. Some inclusion criteria were

NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND TECHNOLOGY

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set to obtain relevant data. The researcher administered a test taken from modules released by the
Department of Education to the participants of the study.

Research Instrument
The study utilized a researcher-made test in which items were taken from modules and books
released by the Department of Education. The test was based on the Most Essential Learning
Competencies (MELCs) for the second quarter which determines the academic performance of
students before and after the intervention. The research instrument was consisting of two parts: The
respondents’ profile and the researcher-made test in science. This instrument was subjected to content
validation and reliability test to ensure that it will serve its purpose in the study.

Validity of the Research Instrument

For the validation of the research instrument, the researcher presented and asked the opinion of
validators who were considered experts in their own field. After the experts reviewed the instrument,
it was then validated using the Content Validity Ratio devised by Lawshe (1975).
The validity of the research instrument was established by the five validators who were considered
experts in the field of science. The evaluation instrument formulated by Lawshe was used in
providing numerical ratings which resulted in a computed alpha of 1.00 which further means that the
instrument is valid and appropriate for its purpose in the study. Suggestions and comments were also
considered for the improvement of the instrument.

Reliability of the Research Instrument

In testing the reliability of the research instrument, pilot testing was conducted on other groups
of students who have the same characteristics as the respondents. The result was then analyzed using
KR-21 test of reliability.
The research instrument obtained a reliability score of 0.78 which was interpreted as ‘highly reliable’.
Data Gathering
Pre – Implementation
The researcher obtained the necessary measures and protocols regarding the conduct of the study.
First, the researcher chose a topic of his interest. The main objectives and the specific questions were
formulated to guide the researcher on the flow of the study. Next, the respondents of the study were
identified. Two sections from Grade 8 were identified to be the respondents of the study. They were
then categorized into an experimental group (consisting of thirty students) and a control group
(consisting also of 30 students). In the experimental group, the researcher identifies the mentor and
the mentee based on their grades during the previous quarter. The student who has the highest grade
in science was paired with the student who obtained the lowest grade during the previous quarter.
After the respondents were identified, the researcher proceeds in making a research instrument
appropriate for the study. A researcher-made test was then validated and tested for its reliability. A
letter of approval for the conduct of the study was then sent to the office of the principal/supervisor.

Implementation
After getting approval for the conduct of the study, the researcher administered the pretest to the
respondents. The researcher checked and recorded their scores to be used later in determining the
academic performance of the respondents. The intervention which is peer mentoring was then
administered to the experimental group while control group has no intervention. During class and
activities, the mentor and mentee sat together to study and discuss the things that the mentee find it
hard to understand. The researcher will be there to facilitate, guide and clarify if there were some
misconceptions. The intervention was administered for six weeks. A posttest was then given to

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experimental and control groups. After the respondents were done answering the test questionnaires,
the researcher retrieved them and sought the assistance of the statistician to treat and analyze the
gathered data.
Post Implementation
The statistician made an appropriate and accurate statistical treatment of the data obtained. Each
question on the statement of the problem was answered. After analyzing and interpreting the data,
findings, and results were revealed to the researcher. Conclusions were made based on the results.
Recommendations were formulated from the conclusions so that possible issues and concerns about
the study will be properly addressed.
Data Analysis.
The following statistical tests were employed by the researcher in answering the different
questions about the study. In finding the academic performance of the students in science, descriptive
statistics were used. For significant differences, inferential analysis was used.

For problem 1, the mean or the median scores of the Pre-test of the Control Group and Experimental
Group was used to determine the performance of Grade 8 students in science before and after the
intervention.
For problem 2, the mean or the median scores of the Posttest of Control Group and Experimental
Group was used to determine the performance of Grade 8 students in science before and after the
intervention.
For problem 3, Paired Sample T-test was utilized to determine the significant difference between the
pre-test and posttest scores of Control Group and Experimental Group.
For problem 4, Paired Sample T-test was utilized to determine the significant difference between the
posttest scores of Control Group and Experimental Group.

Ethical Considerations
Ethical considerations are the principles that must be followed in conducting any type of
research. Ethical considerations make sure that no human rights are violated, and research being
conducted has no hidden agenda (Bhasin, 2020). Research ethics matter for scientific integrity, human
rights and dignity, and collaboration between science and society. These principles make sure that
participation in studies is voluntary, informed, and safe for research subjects (Bhandari, 2021). For
that case, the researcher made considerations of ethical issues in this study in each stage.
A letter for the conduct of the study was sent to the office of the school principal. Before the data
collection, the researcher explained clearly to the respondents the purpose of the study and the
benefits that may result in their participation. The researcher made clear that the purpose of the study
was only for academic purposes and won’t have any negative or positive impact on their jobs or daily
lives. The respondent’s demographic profiles remained anonymous in the study and the information
they provided were treated and kept confidential. The participants of this study were informed to
participate voluntarily.
In addition, the respondents assured that all written information were deleted as soon as the report of
the study will be submitted. No one will have access to the information except the researcher and
adviser if necessary. Lastly, the researcher asked all the respondents to freely affix their signature to
the letter which contains that they agree to be one of the participants in the study.

RESULTS AND DISCUSSION

The contents of the journal are peer-reviewed and archival. The international journal publishes
scholarly articles of archival value as well as tutorial expositions and critical reviews of classical
subjects and topics of current interest. Authors should consider that the technical papers submitted for

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publication must advance the state of knowledge and must cite relevant prior work. The length of a
submitted paper should be commensurate with the importance, or appropriate to the complexity, of
the work. For example, an obvious extension of previously published work might not be appropriate
for publication or might be adequately treated in just a few pages. Authors must convince both peer
reviewers and the editors of the scientific and technical merit of a paper; the standards of proof are
higher when extraordinary or unexpected results are reported.
Because replication is required for scientific progress, papers submitted for publication must
provide sufficient information to allow readers to perform similar experiments or calculations and use
the reported results. Although not everything need be disclosed, a paper must contain new, useable,
and fully described information.

Table 1. The Arrangement of Channels

Channels Group 1 Group 2 … Group c
Main channel Channel 1 Channel 2 … Channel c
Assistant
Channel 2 Channel 3 … Channel 1
channel

Tables should follow the institutional format and keep it simple and minimum in number. In tables
font size 11 must be used and vertical lines must not be drawn. When the contents of the table cannot
fit into the table, font size 10 might be used. Number of the table and the title should be written above
the table. Tables (eg, Table 1) are also numbered consecutively, 1, 2, etc., from start to finish of the
paper, ignoring sections and subsections, and independently from figures.

Fig. 1. Magnetization as a function of applied field.

Figures should be designated with Arabic numerals and upper case letters for their parts (Figure 1).
Each legend should begin with a title and should be sufficiently described so that without reading the
text, figure should be understandable. All figures, tables, etc. must have a caption, centre-justified.
Tables and figures should appear as close to their point of reference as satisfactory formatting of the
final document permits.
CONCLUSION AND RECOMMENDATION
A conclusion may review the main points of the paper, do not replicate the abstract as the
conclusion. A conclusion might elaborate on the importance of the work or suggest applications and
extensions.

ACKNOWLEDGEMENT

The accomplishment of this thesis paper would not be possible if it was not for the
unwavering love and support of the following people who have patiently shared their expertise and
knowledge to achieve the objectives and goals of this study. Foremost, to God Almighty, for the
wisdom, provision, strength, peace of mind, and good health in order to finish this research. To his
parents, for the support and encouragement which helped him to strive more in completing this
research study. To his research adviser, Judith S. Rabacal, Ph.D., for sharing her expertise, time,

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consistent guidance, and advice, which helped the researcher in making this a success. To his
statistician, Zaldy Dequito, Ph.D., for sharing his knowledge and technical know-how especially in
providing information and results regarding data analysis. To the panelists, Jocelyn D. Bantigue,
Ph.D., Renante A. Egcas Ph.D., Ma. Janet S. Geroso, Ph.D., and the external panel Gliceria Arlyn G.
Garancho, PhD for their constructive comments, suggestions, and critiques. To Gualberto C. Layague
Sr., principal of Andres Gumban Memorial National High School, for the approval given for the
conduct of the study in the school.

REFERENCES

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Bercasio, R. R. & Cabrillas, Z. (2017). Effectiveness Of Peer Mentoring In Enhancing The

Mathematical Problem-Solving Skills of College Students in Bicol University. 3 Bercasio
Cabrillas_35-55.pdf (bicol-u.edu.ph)

Berso, L. B., & Lorente, R. M. (2020). Peer Tutoring: Exploring The Effects On Learning Grade 9
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Chan, N. N.-U. (2017). Peer Assisted Learning in Higher Education: Roles, Perceptions, and Efficacy.
http://www.pertanika.upm.edu.my/.

Ekiz, A. (2017). Investigation of the Effects of Brain Teasers on Attention Spans of Pre-School
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Engler, A. (2017). Understanding How Peer Mentors Make Meaning of Their Role. Retrieved from
https://core.ac.uk/download/pdf/213846545.pdf

Gacosta, M.L. (2021). Gender Pairing Variations in Peer Tutoring: The Case Of Senior High School
Students In Eastern Visayas, Philippines (October 23, 2021). Available at SSRN:
https://ssrn.com/abstract=3948309 or http://dx.doi.org/10.2139/ssrn.3948309

Glynn, L. G., & MacFarlane, Anne M. K. (2018). Helping each other to learn- a process evaluation of
peer assisted. http://www.biomedcentral.com/1472-6920/6/18

Igot, J. et al (2019). Peer-Assisted Dynamic Learning Program and its Influence on Students’
Performance in Science. Retrieved from
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ND_ITS_INFLUENCE_ON_STUDENTS_PERFORMANCE_IN_SCIENCE.

Owiti, J. (2022). The Power of Peer Mentoring. Retrieved from

https://www.liberty.edu/casas/blog/the-power-of-peer-mentoring/#:~:text=Peer%20Mentoring%20is
%20a%20relationship,as%20knowledge%20and%20skills%20transfer.

Rose, L. (2018). Introduction to Peer Mentoring for Schools. JFA Purple Orange. Retrieved from
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Yang Song, G. L. (2017). Heterogeneous effects of peer tutoring: Evidence from rural Chinese middle
schools. www.eksevier.com/locate/rie.

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APPENDICES

Research Instrument
Sample Communications
Consent Forms/Assent Forms
Timetable for the Research (presented in Gantt Chart)
Researchers Profile

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