Effects of Peer teaching in Passing Quizzes of Accountancy,

Business and Management at Theresian School of Cavite SY.

2021-2022

A Research Study

Submitted to the faculty of the Senior High School Department

Theresian School of Cavite, Incorporated

In partial fulfilment of the Requirements

Practical Research

Maureen Ysabel S. Reynoso

Jhoana Irene R. Harani

Shaira Jay Flaviano

Rafael Carl Alfonso

Jaci Raine Hillema

Rheena Rose Abad

Danica T. Ostan

Camilla Flores

Aron B. Osumo

Kenny Rojas

February 2022
 Table of Contents

Chapter 1

The Problem and Its Background...........................................................4

Statement of the Problem............................................................................5

Hypothesis................................................................................................... 5

Conceptual Framework................................................................................6

Scope and Delimitation................................................................................ 6

Significance of the Study............................................................................. 7

Definition of Terms...................................................................................... 8

Chapter II

Review of Related Literature and

Study ........................................................... 9

Chapter III

Methodology ..........................................................................................
.... 18

Research
Design ....................................................................................................... 18

Sampling and
Participants ....................................................................................... 19

Research
Instrument ............................................................................................... 20
 Data Gathering
Procedure ....................................................................................... 21

Data Analysis
Procedure .......................................................................................... 23

Chapter IV

Presentation, Analysis, and Interpretation of

Data ........................................... 25

Chapter V

Summary of Findings ............................................................................................... 35

Discussion ................................................................................................................ 39

Conclusion ................................................................................................................40

Recommendation .....................................................................................................40
 CHAPTER I

The Problem and Its Background

Students tend not to understand a specific topic because of several

factors: at times, students are shy or afraid to approach their subject teacher,

which results in asking for help from a peer to discuss it.

Peer teaching is one of the ways students get to understand the topic

discussed, and students learn a great deal by explaining their ideas to others and

participating in activities in which they can learn from their peers. Peer teaching

can improve their capability and create a more collaborative learning experience,

leading to higher achievement. Peer teaching has become increasingly revered as a

teaching strategy and is becoming common for a good reason. Peer teaching offers

benefits for learners and instructors alike. Being taught by a peer can break down

barriers that may affect some students and create a more engaging learning

experience. (Fink, 2020)

However, studies state that the fact, teacher shares their tips and

guidelines on to how teach a class that doesn’t make them a expert teacher (Edsys,

2020). The effect of it in results of their quizzes is still not answerable if it is

beneficial or not to a student.

 Consequently, few studies were made to prove what is the effect of

peer teaching is (S. Briggs, 2013). It is conducted on elementary students to

determine whether their QRI Tests will improve using the peer teaching strategy,

but how about senior high school students who tend to have quizzes every

semester, it is still an open question.

Furthermore, peer teaching targets an instructional strategy that

consists of student partnerships: linking high achieving students with lower

achieving students or those who did not understand their specific lesson regardless

of their achievement---for study sessions.

Moreover, students' awareness of the effects of these strategies

enables them to pass quizzes.

The study aims to know the effects of peer teaching in passing quizzes

of grade 11 ABM students in Theresian School of Cavite School Year 2021-2022.

Statement of the Problem

General Problem

The purpose of this experimental research is to determine the effects

of peer teaching and in Passing Quizzes of grade 11 ABM students of Theresian

School of Cavite.

Specifically, this research will answer the following:

1. How does the instrument (pre-test and post-test) develop?

2. What is the pre-test score and post-test score of the students?

3. Is there a significant difference between the test score of the students before

and after peer teaching?

Hypothesis

In the present research study, the following research hypothesis are:

H0: There is no significant difference on the pre-test and post-test score of

Grade 11 ABM students in Theresian School of Cavite S.Y 2021-2022.

Ha: There is significant difference on the pre-test and post-test score of

Grade 11 ABM students in Theresian School of Cavite S.Y 2021-2022.

Conceptual Framework

Peer Teaching Passing Quizzes

Figure 1. Effects of Peer teaching in Passing Quizzes of Accountancy,

Business and Management

Figure 1 represents the effects of peer teaching on passing

quizzes of the grade 11 ABM B students. The variables represent that peer

teaching can affect the students passing their quizzes. It is mainly possible

that even if the participants experienced peer teaching before a quiz, the

senior high school students can still not pass their quiz.
Scope and Delimitation

The study focuses on the effects of peer teaching in passing quizzes of the
grade

11 ABM B students in Theresian School of Cavite for the current school

year 2021-2022. The data collection will be conducted on the selected

students of the said grade level and sections that will serve as the sample

population for this study.

However, there are some restrictions: only grade 11 ABM B

students will participate because their Business Math Subject align

with those that are appropriate for peer teaching sessions; only the

researchers' chosen subject will be taught; no other subjects to be

included; only the results of those who participate in the study will

be required; the number of items on the quiz is up to the subject

teacher; the peer tutors will only have to teach them in advance on

their quiz; and finally, only the results of those who participate in

the study will be required.

Lastly, Grade 11 ABM B students will answer the pretest and then the peer

teaching sessions are done the ABM 11 B will answer the post test. Ordinance

with the Business

Math Teacher and the researchers for scheduling the peer teaching program on
Grade

11 ABM B; ahead of time, researchers will perform a peer teaching

program to chosen Grade 11 ABM section group before the quiz. Their
quiz results will be used to measure the effect of peer teaching on passing

their quizzes as well as the results of the controlled grade 11 ABM section

group.

Significance of the Study

The significance of this study is to determine the effect of peer teaching as a

strategy in passing quizzes. It will be able to benefit the following:

• Students. The peer teaching strategy will help them pass their

quizzes if proven that peer teaching has an effect. This paper can serve as a guide

to passing their quiz by being taught by a peer who fully understands the lesson

given. However, if the variable does not affect this allows students to find other

strategy, how can they pass their quizzes.

• Teachers. The results of this study may provide a new idea/method to

teachers to propose how their students can pass their quiz, promoting this strategy

to help students pass their quizzes. Alternatively, if the variable does not affect,

provide a new idea/method on how their students can pass their quiz.

• Future researchers. The findings of this study will serve as reference

material for future researchers who also desire to conduct the same experimental

study, or any study related to the effect of peer teaching on passing quizzes of

senior high school students.

Definition of Terms

Peer: is an individual who is of equal standing with another and who

belongs to a
 specific societal group, sharing distinct characteristics with this
group.

: A fellow student / schoolmate with the same strand in Theresian

School of Cavite.

Peer Teaching: is a method by which one student instructs another student

in material on which the first is an expert and the second is a novice.

: It is the method use in the strategy that will be used to Grade 11 ABM B
students before

taking their quiz.

Quiz: a short test of knowledge, typically around 10 questions in length, with

question formats often including multiple choice, fill in the blanks, true or

false and short answer.

: It is the material to be used to examine the peer teaching to Grade 11

ABM B students.

Passing: the act of one that passes or causes to pass.

: It is the variable that will determine the effect of peer teaching to Grade

11 ABM B students.

CHAPTER II

Review of Related Literature and Study

This chapter provides a walkthrough of the local and foreign studies

and the local and foreign literature that states the variables of the study and serves

as a basis to explain the claim of the intended experimental research. In this

chapter, the researchers helped familiarize the information related to the study
that further validates peer teaching as a strategy for passing quizzes of Grade 11

ABM students.

Foreign Literature

Peer teaching is a unique technique for students to get more involved in

learning. Previous research has shown peer-taught classes to provide benefits such

as increased motivation, improved learning, and accurate communication. The

student-teachers in the essay discuss how they promoted engagement and thought

hard about how to help and support their classmates. Peer teaching created

learning possibilities by encouraging collaborative dialogue (Mennim, 2018).

Peer tutors are frequently perceived as less intimidating by students.

Because many peer tutors are similar in age to their tutees, they can create

stronger personal bonds that extend beyond the tutoring arrangement. A peer

tutor fills the gap between a quasi-authority person and a buddy who can act as an

educator and a therapist (Kovel, 2021).

Students can benefit from a more effective and engaging learning

experience when peer teaching is used in the classroom. It is important to

remember that their reactions to peer teaching will vary because all children are

different and learn in different ways. In general, kids can learn from their

classmates the same manner that adults can. Peer instructors can teach students in

the same manner as adult teachers do. The distinction is not so much in how they

are taught but in who is teaching them and the dynamic that emerges. In contrast

to a traditional teacher-student relationship, having a classmate as an instructor

may foster a different type of engagement (Fink, 2020).

 Peer teaching, a form of collaborative learning, can enhance student

learning in non-studio landscape architecture courses by integrating the

learning-by-doing model employed and valued in our curricula and

profession. According to Wagner (2020), describe a peer-teaching case

study and use qualitative research analysis to explore students’ perceptions

of the method’s impact on their learning. Students reported that the peer

teaching experience increased their understanding of the subject matter,

enabled them to apply course concepts in new settings, and encouraged

them to take initiative and be responsible for their own learning. The

researchers suggest that peer teaching is a valuable, even critical,

experience for students in a professional education program. As this is a

single case study utilizing a relatively new pedagogical approach,

particularly as it relates to landscape architecture education, we encourage

additional research on applications that explore the broader implications for

student learning.

According to Nshyimiyimana, et al., (2020), qualitative study sought to

explore and better understand the lives experience of medical students as

peer teachers at the University of Rwanda 2011 systematic review of studies

from develop countries, peer teaching to have both academic and

professional benefits on student-teacher learning outcomes. The qualitative

design in- depth, semi -structured interviews were used to explore the

experience of undergraduate and the meaning they attribute to it. Eighteen

members cohort were eligible for inclusion and volunteered participate All

participants were asked and responded to all question and interview quide.

Participants reported that they felt that they had a better retention of the

information because they had engaged in the teaching process.

Students that engaged in peer teaching displayed elements of

metacognition, selfreflection, and career formation. Peer teaching provided

a classroom environment free from the typical instructional and relational

constraints associated with instructor/learner interaction. Students laughed,

talked, and interacted throughout the lessons, creating a warm and

inclusive atmosphere (Velez, et al., 2011).

Students described feeling nervous before the observations and

preparing more for their teaching than they might normally, however,

during the observations they felt more comfortable which they attributed to

the peer-peer relationship. Students described finding the narrative

feedback more useful than the quantitative elements as it provided more

detail as to how they might improve. Several students described how they

have used the feedback they have received on their teaching to improve

subsequent sessions (Eastwood, et al., 2021).

As courses increase their use of peer tutors so research studies are

attempting to evaluate them. 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., 2010).

Peer tutoring is being used more frequently in higher education to

support student empowerment, motivation, and learning. Even though a

large body of data supports the effectiveness of such initiatives, it shows a

surprising ignorance of the social factors at play. The interaction between

students and peer tutors in classroom settings in higher education is the

topic of this study. The findings show that this contact is not always smooth

and that tutors frequently spend too much time trying to make a good

impression. Findings also imply that power struggles and

misunderstandings might occur between tutors and students (Colvin, 2007).

In peer teaching, instructors pose a challenging question to students,

students answer the question individually, students work with a partner in

the class to discuss their answers, and finally students answer the question

again. A large body of evidence shows that peer instruction benefits student

learning. To determine the mechanism for these benefits, we collected

semester-long data from six classes, involving a total of 208 undergraduate

students being asked a total of 86 different questions related to their course

content. For each question, students chose their answer individually,

reported their confidence, discussed their answers with their partner, and

then indicated their possibly revised answer and confidence again. Overall,

students were more accurate and confident after discussion than before.

Initially correct students were more likely to keep their answers than
initially incorrect students, and this tendency was partially but not

completely attributable to differences in confidence. Tullis et al., (2020).

discuss the benefits of peer instruction in terms of differences in the

coherence of explanations, social learning, and the contextual factors that

influence confidence and accuracy (Tullis et al.,

2020).
Students reported that the peer teaching experience increased their

understanding of the subject matter, enabled them to apply course concepts

in new settings, and encouraged them to take initiative and be responsible

for their own learning. We suggest that peer teaching is a valuable, even

critical, experience for students in a professional education program. As this

is a single case study utilizing a relatively new pedagogical approach,

particularly as it relates to landscape architecture education, we encourage

additional research on applications that explore the broader implications for

student learning (Meriesawi et al., 2016).

Local Literature

Peer teaching is defined online as a flexible peer-mediated strategy that

involves students serving as academic tutors and tutees. Typically, a higher-

performing student is paired with a lower-performing student to review critical

academic or behavioral concepts. In short, this is a glamorized version of the

“group study” in that student ask permission from their parents, with its noble

intention to upgrade students' performance, particularly in Senior High School.

Mathematics, its formulas, and theories that senior high school students need to
learn to solve equations, and mathematical problems, can be very overwhelming as

a subject. However, peer tutoring is more than just a group with its noted

significance and contribution to students' academic life. With peer tutoring comes

a greater responsibility for students who are inclined to excel in Mathematics.

Suppose one assumes the role of the tutor. In that case, he/she must dedicate

his/her academic life to helping her tutee not only pass but well understand their

subjects, perform each given assignment, and participate in and engage in-class

discussion. The chances of students passing the subject will also depend on the

peer tutoring system. A good teacher should understand that peer tutoring will not

relieve them from any follow-through lowperforming students but will aid teachers

in relaying the key lesson in Mathematics. Teachers must bank on peer tutoring by

supplying the higher-performing senior high school students with all references

and materials needed in tutoring. Monitoring must also be done regularly to keep

track of the lesson and the condition of the tutee. He/she is still responsible for

everyone in peer tutoring (Sewala, 2017).

The impact of peer tutoring and instructional strategies on students'

progress in Discrete Structures was explored in the research. It was held in the

Bayambang Campus of Pangasinan State University in the Philippines. The

experimental and control groups were chosen at random from two intact classes.

The researchers think that depending on the teaching method, mathematics

instruction may be made simple. High-performing and low-performing pupils

require modifications to teaching and learning activities to support cognitive and

social advances. Peer teaching is a well-known style of education for helping pupils

improve their academic performance compared to a group of peers. Peer tutoring

and teaching have become popular in a variety of academic fields. It has been
demonstrated to benefit a wide range of students academically. Benefits include

academic and cognitive gains it positively affects mathematics performance and

improves reading achievement for students of all levels (Campit, 2015).

Peer tutoring is a method of instruction that to increase their overall

understanding, students receive training on how to collaborate with a

partner in pairs. Peer Students can work through the curriculum at their

own pace with tutoring.

Additionally, it gives different time for each student in the tutoring pair's

specific mastery. The study's conclusions showed that peer teaching was a

successful intervention that had a good outcome in raising the level of

mathematical proficiency. It had a tremendously great effect on the

instructor as well (Lacaba, et al., 2018).

Foreign Study

Peer teaching is a flexible teaching method in which half of the students

act as academic tutors and the other half as academic tutees. In this practice, a

higher-achieving student (tutor) helps a lower-achieving student with academic

content (tutee). According to the research of Alegre, 2020, both tutors and tutees

have reaped several benefits during peer tutoring. In terms of academics, most

studies show that kids' math results have improved significantly. Peer tutoring has

social benefits since it encourages student inclusion and enhances the classroom

atmosphere (Alegre, et al., 2020).

 Peer tutoring and teaching methods are popular among educators in

higher education, and there is a large body of research on their implementation

and evaluation in an approved program and how students serve as peer tutors. The

experiences students share paint a picture of the complicated, multi-faceted

interpersonal interactions that come into play as peer tutors and the challenges

they confront. This study reveals ways to effectively help students in authorized

programs by looking at their perspectives on peer mentorship ( Arrand, 2018).

Peer teaching aids in developing students' abilities to organize and plan

learning experiences, collaborate, offer, and receive feedback on their actions, and

evaluate their learning. Peer tutoring is also beneficial to pupils since it allows for

dialogue, which leads to learning in a friendly setting. Peer tutoring, on the other

hand, boosts introverted students' confidence and improves their cognitive abilities

since it offers shy students the courage to express themselves in front of the class

or other groups (Irfan Ulla et al., 2018).

Local Study

They had the chance to review and modify what they had learned, the

peer tutors could master the teachings. They made new friends, acquired

confidence, and got more engaged and excited about learning and teaching

Mathematics with their peer tutees. On the other hand, peer tutees understood the

courses since their tutor provided rapid feedback. They also learned how to work

together and contribute to their group's success. It was also demonstrated that the

peer tutees were interested and willing to learn during peer tutoring. These were
some of the key learning experiences of peer tutors and peer tutees during peer

tutoring (Berso, 2020).

The effect of a flipped classroom with peer education on Chemistry

achievement was investigated using a two-group quasi-experimental pretest-

posttest study design. Students' perceptions and participation were also assessed

using a post-implementation survey. Students were exposed to the lesson utilizing

scientific courseware created by the Department of Science and Technology and

videos as pre-class exercises in the flipped classroom with peer tutoring. The in-

class exercise focuses on answering concept questions through peer education. The

findings reveal that both sets of students improved their Chemistry scores after

following the instructional methodologies. In terms of Chemistry achievement,

involvement, and universal acceptance of the teaching style, students in the flipped

classroom with peer tutoring exceeded the control group (Capuz et al., 2020).

Synthesis

Before the pandemic happened, the senior high school students, for

some reason are having a tough time passing their quizzes; as an effect of it, the

senior high school students failed their quizzes.

According to (Alegre, et al., 2020). Using a peer teaching strategy for

student studies improves students' scores, especially in their math tests. In

(Atienza, et al., 2020). Local study, students in the flipped classroom with peer

tutoring exceeded the control group; the students' chemistry scores improved after

following the instructional methodologies. Such peers can serve as a tutor for

students and, with proper execution of the strategy, can help the students involved
in the said study. Consequently, peer teaching affects students' passing of their

quizzes.

While Peer teaching has a benefit such as the students able to gain more

knowledge, and the students are more confident affecting the students’

performance to the said studies.

According to Nshimiyana, et al,. (2020), study states that peer teaching had

both academic and professional benefits to students learning because the

participants tend to understand the information. While, according to Wagner

(2020), peer teaching able students to enhance learning. Hence, peer teaching and

its benefits has affected students’ performance.

Furthermore, peer teaching has its benefits that able students’ performance

to be affected in several ways in such, it enables students to enhance their

knowledge, more engaging experience, and gain more knowledge because of peer

teaching.
 CHAPTER III

Methodology

This chapter contains the methodological procedures of the six significant sections

with their description: the research design, sampling and participants, research

instrument, data gathering procedure, and the data analysis. The study was

conducted at the Theresian School of Cavite.

Research Design

According to Bhandari (2020) quantitative research as the process of

collecting and analysing numerical data. It can be used to find patterns and

averages, make predictions, test causal relationships, and generalize results to

wider populations.

First, this research study used experimental research; According to

Harland (2011) experimental research is a study that strictly adheres to a scientific

research design. It includes a hypothesis, a variable that can be manipulated by the

researcher, and variables that can be measured, calculated, and compared. Most

importantly, experimental research is completed in a controlled environment. The

researchers collect data and results will either support or reject the hypothesis.

Second, in conducting this research, the researcher used the Quasi-

Experimental method and the Quantitative method. The experimental method

involves manipulating one variable to determine if this causes changes in another

variable. This method relies on controlled research methods and random

assignment of study subjects to test a hypothesis. And the

Quantitative research methods focus on objective measurements and statistical,

mathematical, or numerical analysis of data acquired through polls, questionnaires,

and surveys, as well as modifying pre-existing statistical data using computing

tools.

Third, no survey is used, but instead a series of test will be used because

it provides a score of a student on a quiz that the researchers will be using on the

study to determine the effect of the peer teaching to grade 11 ABM Students in

Theresian School of Cavite.

In the study of Qualitative research method, the researchers tend to seek a

deeper understanding of the study by analysing the participants' experiences, the

researchers.

Furthermore, Phenomenological Research Design was used by the

researchers. Phenomenological research is a qualitative research approach that

seeks to understand and describe the universal essence of a phenomenon (Delve,

2022). Since this type of research design tends to know a certain phenomenon, the

researchers want to know about the effect of peer teaching in passing quizzes of

senior high school students in Theresian School of Cavite. This involves students

who participated in the study, and the researchers will interview the students to

elaborate their experience further.

Sampling and Participants

The sampling technique used is purposive sampling. Here’s the type of

sampling, the researchers selected the population to be conducted by the study.

Consequently, the researchers used this sampling technique because their

sample population is only grade 11 ABM B students of Theresian School of Cavite

S.Y. 2021-2022. The number of ABM 11 B participants are only 40 students. The

researchers chose the population since peer teaching strategy is best for subjects

Math, Science, and English. ABM strand are more focus on math problems, that is

why the ABM 11 B qualified for the population in the researcher’s study.

Here, the researchers used the Central Limit Theorem wherein if the sample

size or the number of participants is greater than 30, it is accepted then to

continue the study because the distribution of the sample means will be

approximately normally distributed.

While in Qualitative research study, the sampling technique in this study is

purposive sampling. Here in this type of sampling, the researchers selected the

participants to be conducted the study. Specifically, the researchers selected

students who passed the post-test.

 Moreover, purposive sampling was used since the researchers tend to know

the effect mainly, the researchers decided to select students who only passed their

post-test. The participants are only Grade 11 ABM B students in Theresian School

of Cavite who participated during the pre-test, peer teaching sessions, and the

post-test

Therefore, the researchers selected twelve (12) students to be interviewed.

The twelve (12) students are selected by their scores on their post-test. Twelve (12)

students got ten (10) to seventeen (17) points and passed their post-test.

Research Instrument

In preparation of the Research Instrument, the researchers used a

quiz as their research instrument. The researchers will arrange a subjective quiz

with the help of the subject teacher as the necessities that are needed for

designing a good data collection. Research instruments are meant to be considered

as some instances like details in situations where repressed to help fit the

understanding style of the respondents. Furthermore, a subjective quiz

questionnaire will be given to collect quantifiable data that is related to the topic.

Through this, the instruments used are approved and given permission to obtain

various valid kinds of responses of the students.

The researchers used the same research instrument of Alegre, et.al

(2020) in their study of “Academic Achievement and Peer Tutoring in Mathematics:

A comparison between Primary and Secondary Education” to help us gather, get,

and differentiate the pre-test and post-test results of the grade 11 ABM B students.
Data Gathering Procedure

• Sub 1 – Consent with the

Business Subject Teacher
• Sub 2 – Selection of the
Participants
• Sub 3 – Organizing Peer
Teaching Session

• Sub 1- Distribution of Pre-test

• Sub 2- Peer teaching sessions
• Sub 3- Distribution of Post-test

• Sub 1- Checking of the Pre-test

and Post-test
• Sub 2 – Analysis of the results

Figure 2. Data Gathering Procedure

The researchers had three (3) phases in gathering the data. This will help in

collecting all the needed data to analyze the results. First, the researchers will get

the consent of the Business

Math subject teacher of grade 11 ABM B students that the researcher will perform

a peer teaching on their subject. Second, after getting the subject teacher's

consent, the researchers will get the consent also of the students that will be used

as the respondents for the said study. Then, the researchers select a grade 11 ABM

B. Moreover, with the participants we will be organizing a peer teaching session,

that will be conduct 2-4 sessions with 20–40-time limit and schedule the peer

teaching for the participants. The researchers will give the pre-test to the
population to be answered. Moreover, peer teaching will be done to the selected

population, after it the distribution of post-test to be answered of the said

participants will be done, the results of the quiz will be collected, and lastly an

analysis of the results taken.

Moving forward, peer teaching will be done, in a classroom set up, only in

their vacant time. Peer tutors is selected with the subject teacher, Follow-up

questions were also initiated to accumulate a more specific and in-depth answer

from the participants for the students.

For the qualitative study, the researchers used One-on-One interview since

the selected students participated in peer teaching sessions and were able to

complete the pre-test and posttest and the students has different scores. The

interview method will be in a classroom set-up / virtually, and the researchers are

the interviewers.

Furthermore, the researchers tend to further understand their experiences,

the researchers used a Semi-Structured Interview, a few questions are pre-

determined but other questions are not planned, and follow-up questions are

present to further elaborate their experience especially if the participants fail to

answer the set questions prepared by the researchers.

Additionally, data collection took place in January 2023. Ten participants

were through Zoom app while the two participants were Face-to-Face interview.

Zoom app through voice recordings and video calls were used to record and

inscribe participants' answers—and were transcribed without added or lessened

information. While the Face-to-Face interview took place inside a classroom, voice
 recordings were used to record participants’ answer-and were analyze without

added or lessened information. All participants were contacted through the same

application with research notice and request letters provided. They chose to have

interviews executed in the mentioned app, where they felt it to be more

convenient. Thus, this allowed them to open and share their experiences and

insights more openly on the research topic.

Ethical Considerations

Ethical considerations are observed by the researchers. Here are the several Ethical

Considerations observed by the researchers:

• The researchers used consent form. Consent form which states about

their confidentiality: data taken will be secured and protected, the

interview session is recorded, and their responses are used for the

study.

• The researchers asked the participants to participate, but not forced

to do so. The researchers implemented voluntary participation in the

interview.

• If the participants feel any harm from the interview sessions, the

participants can leave the interview freely.

Data Analysis Procedure

The researchers used the data analysis procedure from the study of ( Alegre, et al. 2020).

Academic Achievement and Peer Tutoring in Mathematics: A Comparison Between Primary and

Secondary Education. Data was analysed using inferential statistics. The researchers

will use dependent t-test. First, If the data has been gathered after the peer
teaching sessions that is composed of 2-4 sessions within 20-40 minutes time, the

procedure of the study shall continue. Afterwards, the researcher would then get

the mean of two test which is the pre-test and posttest, then lastly with the mean of

the two-test this shall determine the difference of the two-test answered by ABM

11 B.

Data was analyse using inferential statistics. The researchers will

differentiate two results of the two groups in the study and knowing the difference

of the two group their mean scores, the research determine the effect of peer

teaching on passing quizzes of senior high school students. To conclude, the

researchers were able to gather and analyse data which led to the construction of

results and difference of the groups that results of the possible effect of peer

teaching on passing quizzes.

In qualitative study, the researchers will used Thematic Analysis for the

data. Thematic Analysis involves reading data given by the participants, recording

their responses from the interview, formulating codes per responses of the

participants, and understanding their responses into themes that shall help the

researchers present their responses.

Additionally, the researchers used the Semantic level on analysing the

responses. The code listed represents the responses of the participants that led to

themes that the researchers formulate.

 CHAPTER IV

Presentation, Analysis, and Interpretation of Data

This chapter includes the presentation, analysis and interpretation of data

obtained using series of test (Pre-test and Post-test) given to the grade 11 ABM B

students of Theresian School of Cavite. This chapter contains data tables that are

analyze in this chapter and This chapter drew upon the main themes and present

the findings which arose out of the interview process and subsequent data analysis.

All themes are interconnected in describing the insights about the phenomenon.

Problem 2: What is the post-test score of the students?

Table 1.

Pre-test and Post-test results of Grade 11 ABM B

Student no# Pre-Test Score Post-Test Score

Student no. 1 5 17

Student no.2 3 6

Student no.3 0 5

Student no.4 5 13
 Student no.5 1 8

Student no.6 0 6

Student no.7 4 11

Student no.8 3 7

Student no.9 2 7

Student no.10 8 7

Student no.11 12 16

Student no.12 6 12

Student no.13 6 15

Student no.14 0 6

Student no.15 7 7

Student no.16 0 3

Student no.17 0 9

Student no.18 2 7

Student no.19 4 12

Student no.20 6 9

Student no.21 4 12

Student no.22 1 10

Student no.23 3 8

Student no.24 2 13

Student no.25 3 14

Student no.26 2 9

Student no.27 2 6

Student no.28 5 15
Student no.29 12 17

Student no.30 9 11

Student no.31 3 12

Student no.32 4 9

Student no.33 8 15

Student no.34 3 17

Student no.35 5 14

Student no.36 4 17

Student no.37 4 11

Student no.38 8 13

Student no.39 2 12

Student no.40 1 9

Total Sum: Total Sum: 427

159
Mean Score: Mean Score:
3.98 10.68
Table 1 shows the pre-test and post-test results of ABM 11 B, it reveals the score of

each student before the peer teaching and that the total sum of all 40 students is

only 159 with the mean score of 3.98 while after the peer teaching and the total

sum of all 40 students is 427 with the mean

score of 10.68.

Problem 3: Is there a significant difference between the test scored of the students

before and after peer teaching?

The significant difference of the pre-test and post-test mean score results of ABM
11 B
Mean N Std. Std.
 Deviation Error Mean

Pair 1 Pre- 3.98 40 3.05 .48237

test

Post- 10.68 40 3.81 .60276

test

Table 2.1 The result from the pre-test (M= 3.98, SD= 3.05) and the post-test
result (M=10.68,

SD=3.81) scored before and after the peer teaching sessions shows an increase of
scores.

The significant difference of the pre-test and post-test mean score results from ABM
11 B
Paired Difference Significance

Mean Std. T df One- Tw

Deviation sided P o- sided P

1 Pair Pre- - 3.27970 - 39 <.001 <.0

test – Post 6.75000 13.017 01

test

Table 2.2 The mean difference is M=-6.75, t (39) = -13.017, p (.001) < 0.005, the

pretest and post test score show a significant difference, hence the intervention

conducted is effective. The difference is significant because the null hypothesis is

rejected which means there is a significant

effect of peer teaching in passing quizzes.

 For the qualitative data, it drew upon the main themes and presented the

findings which arose out of the interview process and subsequent data analysis. All

themes are interconnected in describing the insights about the phenomenon.

Peer teaching as a strategy

Four out of twelve participants explained how peer teaching is an effective

strategy while answering post-test. One participant stated on how peer teaching is

an effective strategy.

“The sessions really helped me, the post-test, when they peer teaching, it

help me to be much better in solving. “

(Na help po talaga ako nung sessions ung post-test nung mag peer teaching

po na help po ako na mas gumaling papo dun sa pag solve.)

(Participant 3)

In relation to the Foreign Qualitative study of Tullis (2020), peer teaching

states in their research that the students are more confidence having said that the

students gain more knowledge peer teaching as a strategy can make the students

confident in answering their quizzes.

Challenges in Peer Teaching

Four out of twelve participants expressed the challenges in peer teaching.

One participant state how confusing the session was at first but as the session went

by it became clear.
 “Sometimes it's complicated since it was confusing at first, but in every

session has an improvement and the lesson becomes clear.”

(Confusing po siya at first pero ano sa ano po different sessions naman po

it’s the process, solving naman po become clear naman po sa akin.)

(Participant 3)

In relation to the Foreign Qualitative study of Colvin (2007), states that there

are misunderstandings in peer teaching sessions, it was stated by participants in

this study that there are challenges in peer teaching session. Specifically, peer

teaching sessions were confusing.

Benefits and Opportunities of Peer Teaching

Four out of twelve participants stated benefits of peer teaching. One

participant stated that as a peer tutor they gain more knowledge.

“I learned a lot because the way teaches us, they give additional knowledge in a certain

topic.”

(Mas natuto ako since ako po yung piniling magturo kaya po mas natututo po

ako kahit ako po yung nagtuturo.)

(Participant 8)

In relation to the Foreign Qualitative study of Hammond et.al. (2010), their

study states that peer teaching session enhanced knowledge of students; in this

study peer teaching has benefits as stated by the participants. Specially: They gain

additional knowledge as peer turor.

 Twelve out of twelve participants believe that peer teaching has benefits and

opportunities for students that can affect their academic performance. The

participants express their experiences on how peer teaching benefits them.

“I think it is helpful because in the peer teaching session, not only does the

teacher teaches the subject, but peer teaching also added knowledge and therefore

enhances the wisdom about a certain topic in a business math quiz. “

(May additional na natutunan dun din po sa peer teaching session kaya po

mas na eenhancepo ung wisdom and knowledge about dun sa certain topic po sa

business math quiz, actually po nung nag business math quiz po mas na gets ko po

ng maayos.)

(Participant 2)

“It become easier, clearer and understandable since the process of solving

that is why it became easy while taking the quiz.”

(It became easier po since the process of solving naman po it became clear

kaya mas naging easy po sa akin nung quiz nung nag take po kami.)

(Participant 3)
 “It helped me in a good way, even though I was a slow learner I had a part

that I didn't understand but I was able to answer the question and it was because

of peer teaching.”

(Based on my experience natulungan nya po ako in a good way nadadalian

po ako kahit nga slow learner ako pero may part ako na di ko maintindihan pero

nasasagutan ko paden po at nangdahil sa peer teaching po.)

(Participant 5)

‘‘It is more helpful since we gain knowledge and a lot easier to learn

business math. my grades have improved after peer teaching prevail. “

(Mas helpful po sya since may knowledge pong nakukuha at ano po mas

naramdaman ko po siya dahil tumaas ang grade ko sa business math.)

(Participant 8)
 In relation to the Qualitative study of Wagner (2020), Hammond et. Al,

(2019), and Tullis et. Al., (2019), the studies states that peer teaching enhanced

knowledge, peer teaching has its positive benefits and promotes confidence of

students. In our studies, participants state that they gain more knowledge, the

participants answer their quizzes much easier like in the mentioned qualitative

studies.

Peer teaching in a collaborative classroom set-up

Three out of twelve participants believe that peer teaching is a collaborative

classroom setup. One participant expresses how the set-up is open to exchanging

ideas for better understanding.

“You will be just asking your classmates since you will be discussing much

wider answers, but the teacher's responses are still wider. Peer Teaching was ok

since if we ask our teacher, we have hesitation to ask but having said that our

classmates serve us as our teachers it helps to share more ideas, more open and it

ok, it was fun.”

(Classmate ka din mag tatanong mas malawak po ung mapapagusapan niyo

mas malawak din po ung masasagot niyo pero malawak din naman ung masasagot

ng teacher pero ung peer teaching po pkie din lo siya kasi po kapag sa teacher po

nag tatanong meron po tayung hesitation pero nung mga Classmates na po yung

nag tuturo okie di namam po talaga masaya naman din po.)

 (Participant 2)

In relation to the Qualitative study of Valez et. Al. (2011), peer teaching is a

classroomfree environment. In this study it was expressed by the student that peer

teaching is a collaborative classroom set-up. The participants are more open to

each other like in the said Qualitative study.

Peer teaching Promotes engaging classroom set-up.

Two out of twelve participants believe that peer teaching promotes engaging

classroom set-up for students. One participant expresses how engaging a class in a

peer teaching set-up.

“Based on my experience, because my classmates able to help me to

understand the topic, it helps me to focus to understand the topic, it was fun ang

engage to help us answer our quizzes.” (Based po sa experience ko dahil nga po

tinutulungan kami ng classmate namin na mas maintindihan yung topic, nakaka-

tulong po ito samin dahil sa classmate po masaya po yung pag tuturo nila nakaka-

engage po makinig at nakakatulong ma answer po sa mga quizzes naming.)

(Participant 7)

In relation to the Qualitative study of Eastwood et al. (2021), states that peer

teaching promotes peer-peer relationship, in our study it states that peer teaching

are more engaging because of the connection the class already have, making the

peer teaching sessions more engaging.

 Chapter V

Summary of Findings, Conclusions, and Recommendations

This chapter present the summary and conclusion derived in the

conduct of the study which is “Effects of Peer teaching in Student Performance of

Accountancy, Business and Management at Theresian School of Cavite SY. 2021-

 2022”. It also provides recommendation that can be pursued by the students,

teachers, and future researchers. The study was conducted at Theresian School of

Cavite. The respondents only grade 11 ABM B Students. They were selected using

purposive sampling. It employed quantitative research and utilized experimental

method. Pertinent data were obtained thru pretest and posttest. The Statistical

tools used mean, percentage, dependent t-test.

Summary of Findings

The findings of this study were summarized according to the statement of the problems
stated in

Chapter 1.

1. How does the pre-test and post-test develop?

A written test was constructed which was designed for a 1-hour duration. The test is

composed of 29% (5 items)- pure computational skills

71% (12 items)-higher order thinking skills applied in solving word problems.

The test was designed to be given firsthand as a "pre-test" to measure the

students' prior and current knowledge. An intervention (peer tutoring) will

then be conducted to the students after the "pre-test" to try and enforce deep

learning. A "post-test" will then be administered afterwards to measure the

effectivity of the said intervention (Arigo,2022).

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

The pre-test results of ABM 11 B, it revealed the score of each student

before the peer teaching and that the total sum of all 40 students is only 159

with the mean score of 3.98. The post-test results of grade 11 ABM B, it
 revealed the score of each student before the peer teaching and that the total

sum of all 40 students is only 427 with the mean score of 10.68.

3. Is there a significant difference between the test score of the

students before and after peer teaching?

The mean difference of the pre-test score to the post-test score of

grade 11 ABM B students is M=-6.7500 which reveals significant difference, that

indicates the effect of peer teaching in passing quizzes of grade 11 ABM B

students.

For the qualitative data, the indicated findings of the study follow:

Theme 1. (Peer teaching as strategy). The participants stated that they didn't

struggle to answer the post-test, and they didn't feel pressure asking questions

during sessions because of peer teaching as a strategy.

Theme 2. (Challenges in Peer teaching). The participant asserted the challenges

in peer teaching sessions, the participants stated that peer teaching sessions are

confusing at first, peer teaching sessions didn’t able a participant to fully

understood the topic and challenges of answering the pre-test and post-test

particularly are a lack of knowledge, difficulty, struggling, not easy, and having a

hard time.

Theme 3. (Peer teaching an a collaborative classroom set-up). The participant

describes that peer teaching has a collaborative setting in their classroom

because they already have connections to one another making the

participants more open to suggestions and questions.

 Theme 4. (Benefits and opportunities of Peer teaching). The participant asserted

that peer teaching has benefits and opportunities. Through peer teaching they gain

more knowledge; it is much easier to understand a certain topic and their

knowledge were enhanced.

Theme 5. (Peer teaching Promotes engaging classroom set-up). Peer teaching

promotes an engaging classroom set-up, the participants stated that they were

comfortable during sessions, and it was fun and engaging at the same time.

Implications of the Findings

Theme 1 (Peer teaching as strategy): Peer teaching as a strategy, the

participants inferred that it helps them to make the topic much easier. It implies

that peer teaching as a strategy is much easier, much better performance, and is

less pressuring. Consequently, peer teaching should be implemented in subjects to

help students.

Theme 2 (Challenges in Peer teaching): Challenges in peer teaching, the

participants inferred that somehow it was complicated, difficult to understand, and

not clear. Participants stated that it was confusing at first during sessions,

affecting their possible performance. Thus, peer teaching must have supervision of

the teacher to further understand the lesson discussed to avoid confusion.

Theme 3 (Peer teaching is a collaborative classroom set-up): In this theme, the

participants believe that peer teaching is a collaborative classroom set-up as they

have a connection since the participants know each other already making the peer

teaching sessions more open to ideas for a better understanding of the discussion.
Hence, peer teaching as a collaborative classroom set-up should be advise to

students for better performance in quiz.

Theme 4 (Benefits and Opportunities of Peer teaching): Benefits and opportunities

of peer teaching, particularly: the participants gain more knowledge, more

understand the topic, a participant already knows the topic but more mastered it,

and it enhanced the knowledge the participants already have, affecting their

performance in quizzes because of the benefits and opportunities peer teaching

had. Consequently, Peer teaching must be implemented to students because of its

benefits that can affect their performance.

Theme 5 (Peer teaching Promotes engaging classroom set-up): Peer teaching

promotes an engaging classroom set up in this theme, the participants, felt that

peer teaching makes them more comfortable with their classmates and they are

having fun during a peer teaching session affecting their performance in their

quizzes. Hence, peer teaching must be implemented because of its engaging

classroom set-up that can affect the performance of students.

Areas for Future Research

This study focuses on the effect of peer teaching in passing quizzes of Grade

11 ABM B students. The researchers created this study in order to know and

understand how it affected. This will also help future researchers to have better

understanding and to dig deeper on the study.

Considering the importance of passing quizzes and peer teaching to the

participants of this study and the lack of information gleaned from this connection

in the data, it may be an essential area for future research. Future research is

needed to better understand how the behaviour of students in a peer-teaching

classroom setup affects their academic performance and the effect of peer teaching

in other subject areas.

Discussion

This study determines the effect of peer teaching in passing quizzes of grade

11 ABM B at Theresian School of Cavite. The similarity of this study is the

published research paper by Alegre and Moliner. Using a peer teaching strategy

for student studies improves students' scores. Peer teaching is a unique technique

for students to get more involved in learning. Students can benefit from a more

effective and engaging learning experience when peer teaching is used in the

classroom. In terms of academics, most studies show that kids' math results have

improved significantly. Peer tutoring has social benefits since it encourages

student inclusion and enhances the classroom atmosphere (Alegre et al., 2020).

It was also discovered that their mathematics performance improves since

their results improve; thus, peer teaching affects the mathematical performance of

a student (Campit, 2015).

In addition, the researchers observe several behaviours, such as more

students reciting and answering the peer tutors' questions; thus, students are more

courageous in answering some questions and tend to express themselves more

(Ulla et al., 2018).

However, the researcher cannot exclude the possibility that the result might

vary depending on the characteristics of the population, such as other strands.

While these limitations have not affected the outcome of the study, future work

could seek to include different populations and the possibility of different effects
Conclusion

Based on the indicated findings, the following conclusion were made:

The data reveals the score of the students in the pre-test and post shows a

difference on both test, which indicate an effect to the proposed strategy in passing

quizzes. (Capuz, 2020). The finding reveal that the post-test scores are higher in

the pre-test score which indicate an effect of the peer teaching sessions. The

result of the tests reveals that there is improvement in the scores in pre-test and

post-test which indicate the peer teaching sessions are effective on passing

quizzes. (Moliner, 2020).

The participants stated how peer teaching can help them, in ways peer

teaching has its benefits and opportunities and it promotes more engaging

classroom set-up affecting their performance in passing their quizzes. However,

peer teaching still encounters challenges, but it is evident in the result of our

quantitative study that Peer Teaching has an effect, and responses based on the

qualitative study that it has benefits and opportunities and can be used as a

strategy to pass their quiz. In conclusion, peer teaching affects the academic

performance in ways that peer teaching enhanced knowledge of students, they

gain more knowledge, and exceed their understanding affecting their performance.

Recommendation

This study revealed that there is significant effect of peer teaching on

passing quizzes on grade 11 ABM B students and it brought positive factors about

peer teaching strategy affecting

ABM B students' performance on passing quizzes such as the benefits and

opportunities.
 Thus, the following recommendation are hereby presented:

1. Since the peer teaching session on grade 11 ABM B shows significant

effect on post-test, students should use the peer teaching strategy for them

to pass their quizzes and improve their scores.

2. The intervention reveals that many students improve their scores on their

quiz, teachers can use the peer teaching strategy to the class for the

students to pass their quizzes.

3. Researchers should continue exploring this topic by observing and

analyzing different behavior of students inside a peer teaching session.

Specifically, researchers should identify the attitude of students during a

peer teaching session.

4. Future researchers may further expand the study of peer teaching inclined
to other subjects involving Science, English, and Math (Campit et. al.,
2015).

5. According to the findings, peer teaching may use by the students as a

strategy to able to pass their quiz in different subject areas. Peer teaching
brought benefits and opportunities to students who experienced having a
hard time passing their quizzes.

6. Based on the findings made, one of the reasons why the students can pass

their quiz is because of peer teaching. It is considered a strategy that helps

students expand their knowledge that can help the participants passed

their quiz.
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 Appendix A: Consent Form for the Students

CONSENT FORM

We, Group 1 of ABM 12 Manucci, students of the Theresian School of

Cavite, are currently conducting a research study entitled: Effects of Peer
teaching in Passing Quizzes of Grade 11 ABM B students at Theresian
School of Cavite School Year 2021-202.

In accordance with this, we are humbly asking you to participate in our

research study. The goal of this research study is determining the effect of peer
teaching on passing quizzes of Grade 12 ABM B students. By participating in this
interview, you are to benefit as we wish for you to be aware of the purpose of why
we are conducting this study before you decide to participate. Please read the
following description carefully.

Under Republic Act No. 10173, your data must be treated as your personal
property. Therefore, it should never be collected without your explicit consent. This
formal interview is purely voluntary. As a result, the interview will consist of
questions about your experiences while answering pre-test, post-test, and
during peer teaching sessions. The formal interview will be fully recorded by
the interviewee. You should know that by the time we have collected the data,
everything will remain confidential as stated in the Data Privacy Act. Only the
outcome of this research, not individual results will be classified when the study
results are presented.

Thank you so much.

Consent
The information provided above has been read to me, or I have read it
myself. I had a chance to ask about it, and every answer I provide is accurate and
true. I understand the main purpose of the study. I decided and willingly agree to
take part in this research study.

Participant's Signature under printed name:

.
Date: .
 Appendix B: Responses

Thematic analysis
Question 1: Describe your experience, answering the pre-test and post-test.

Responses Code/s Theme/s

Participant 1: • Not Theme
“Nung first po, hindi madali, easy 1:Difficulties in
pero nung nag tuturo, ok naman na • Much answering pre-tet
po pero po yung experience ko and post-test.
better
masaya naman po.
• N
(In the first place is not easy ot easy
but when they thought us is much • S
better and happy) truggle
• H
ard time
• D
ifficult
• L
ack of
backgro
und
• S
truggle
• sl
ightly
difficult
• S
truggle
• S
truggle
• S
trugglin
g
 • Pressured
Theme 2: Peer
teaching as a

Much
easier
Much
better
performan
ce
Much
better
Less
pressuring
strategy
• •

•
•
Participant 2:
While answering the pretest po
medyo nahihirapan po ako nun kasi • Much
diko papo alam masyado, i mean • better
familliar naman po ako dun sa topic Strugg
kaso po ung sa pretest po medyo
le
mahirap po siya kasi parang first
time ko po siyang na ma encounter
na questions tas nung nag post test
napo mas okie na naman po kasi mas
na enchance po ung wisdom ko about
dun sa questions po.

“While answering pre-test it

was somehow difficult, since I don’t
know, I mean, I’m familiar to the
topic but during pre-test I was
struggling, it was hard since

it was my first time encountering the

questions while in post-test, it was
much better since it enhances my
wisdom about the questions.”
 Participant 3:
It was difficult at first we • Hard
have to use different formula in time
solving direct an indirect variation • Much
also i had hard time determining if
the problem is direct or indirect better
variation po. Dun po sa post test ano performan
naman po napag aralan po namim ce
preview pero ano po kasi ung
process po nung solving hindi kopo
masyadong maalala kaya i need ano
po parang, kailangan ko papo mag
study kaya na help po talaga ako
nung sessions ung posttest umg mag
peer teaching po na help po ako na
mas gumaling papo dun sa pag solve.

““The sessions really helped

me, the post-test, when they peer
teaching, it help me to be much
better in solving. “

Participant 4: • Difficult
Mahirap po since hindi nmn po ako
totatlly magaling sa business math

(It is difficult since im not good

in business math.)
Participant 5:
to be honest slow learner po • Much easier
ako pero mas nadalian po ako
nasagutan dahil sa pagtuturo nila the
way they explain po,opo parang
ganun po nahirapan po pero okay
nmn po.

(To be honest I’m slow learner

but it become much easier when they
thought us, the way they explain, it
was hard but okay.)
Participant 6: Les
There wasn't really anything s
like I would say anything significant Pressuri
but it was less pressuring because ng
other students were watching over us •
and not teachers.
 Participant 7: • Struggling
While answering nag struggle
po ako kasi may time limit kaya hindi
masyadong kumpleto yung
computation dun sa pre test and post
test.
Participant 8: Lack
Nung pretest kulang po ang of
background knowledge and nung backgrou
nagprotest na po may natutunan na
nd
po ako.
•

“In the pretest is not easy

because
of lack of background but in the
protest, I understand better because
of peer.”
Participant 9: • Pressured
nakakapressure mo at the same
time po its good po atnarerecall ko po
yung lesson kaya ok lang naman po

(I experience pressure that time but

its good since I recall the lessons that
its why its ok.)
Participant 10: slightl
sa ano pre test medyo kasi y
kumbaga kasi parang bago bago difficu
palang so doon po sa part ng pre test
l
medyo hindi pa ganon ka klaro ba
samin or sakin base sa experience ko • t
kasi nga di pa natuturo Ganon so
medyo nahihirapan sa part na yun
pero pag dating sa post test kasi nga
kumbaga nagkaroon na ng nakapag
review or nagkaroon ng review Dahil
nga don sa pre test so ayun nakapag
ano nadin nakapag aral pagdating sa
post test so
ayun Hindi na sya ganon ka ano
kahirap

(In pre-test because I’m new

from
the part of pre-test it’s not that clear
and slightly difficult at tham time
based on my experience because it
was not tackled yet that much, while
in post-test, we had review, because
of pre-test too, we were reviewed
when it’s time for the post-test that
why it’s not that difficult anymore.)
Participant 11 • Struggle
may natutunan naman po ako
kasi student naman po ung nagtuturo
dahan
dahan lang po ung pag explain samin
then ayun po

( I learned in a way, a lot from

classmate because they were slow in
explain and then..)
Participant 12: • Struggle
sa akin po medyo mahirap po
kasi since ung unang turo po saamin
kaklase kolang po pero nung
pangalawa napo medyo madali
nalang po kasi alam napo ung mva
solusiyon

(it’s a bit difficult for me since

the
first lesson is not easy to understand
and struggles to answer the quiz but
after that that the next lesson it was
easy to me to understand better
because it involve peer teaching.)

Question 2: Describe your experience during peer teaching sessions.

Response Code/s Theme/s

 Participant 1: • Connection Theme 3:
“Ayun nga po Challenges in Peer
connectio nagkaroon po ng sa teaching
n mga kaklase namen, at
mas po silang maintindihan •
sa • Complicat
madali
pagturo.” • ed
• Complicat
ed
Not
clear
Complicat
ed
Theme 4::
Benefits of Peer
Teaching

• Additional
knowledge
to peer
tutors
• Clearer

• Additional
Knowledge
• Additional
learnings

Theme 5:
Peer
teaching as a
collaborative
classroom-set up

•
• Open to
• ideas
Connecti
on
Open to
ideas
Participant 2: • Open to ideas
Nung peer teaching session
po okie naman po siya mas okie po
kasing magtanong sa classmate,
imean okie lang naman po mag
tanong sa teachers pero kung sa
classmate po kasi ung nag tuturo
staka kung sa classmate ka din
mag tatanong mas malawak po
ung mapapagusapan niyo mas
malawak din po ung masasagot
niyo pero malawak din naman ung
masasagot ng teacher pero ung
peer teaching po pkie din lo siya
kasi po kapag sa teacher po nag
tatanong meron po tayung
hesitation pero nung mga
Classmates na po ung nag tuturo
okie di namam po talaga masaya
naman din po
(Peer Teaching helps to
share ideas or open idea to expand
the knowledge about certain topic)
Participant 3: • Complicated
confusing po siya at first
pero ano as ano po different
sessions naman po its the process,
solving naman po
become clear naman po sa aakin

( Sometimes its
complicated, but in every session
has a improvement and the lesson
become more easier and clear.)
Participant 4: • Complicated
Maganda po sya kasi yun
nga po diba di ako magaling don
sa topic na tinuturo nila that time
pero yung mga

classmate ko po na nagtuturo is
natulungan nmn po ako however i
still don't get it pero thru process
nmn po
(ts good because its help us
to understand the topic that
complicated)
Participant 5:
Naguguluhan po minsan •
doon nga po sa the way nila Clearer
pagtuturo nila
pero, mas naiintindihan ko po
 (Sometimes I have a hard
time to understand what they
discussed because of how the way
teaching us)
Participant 6: • Complicated
It didn't really impact me
that much because the lesson they
were teaching us was already
something that i mastered,but I
think it was going helpful to some
because I know that they were
asking some questions and I think
they got it so for them.
Participant 7: Addition
My experience it has me to al
learned more about our topic and knowled
help
ge
me to find the right answer the
•
question

(its gives additional

knowledge)
Participant 8: • Additional
Mas natuto ako since ako po knowledge to
yung piniling magtuturo kaya po peer tutors
mas natutoto po ako kahit ako po
yung nagtuturo

(I learned a lot because the

way teach us they give additional
knowledge in the certain topic)

Participant 9: •
its not good po kasi po hindi Not clear
po maayos magturo kaklase k pero
po ng
dahil sa seatmates ko naiintindihan
ko nmn po

(Isn't good because i don't

understand the topic that they
discussed the way they discussed it
is not clear but
because of my seatmate i
understand the given lesson.)
 Participant 10:
medyo mahirap siya pero •
ano nakakaano din sya nakaka Open to ideas
encourage din kasi nga kumbaga
may mga times din kasi na yung
natuturuan may ano din sila
kumbaga may stock knowledge
nadin kumbaga palitan ng idea
namin don sa teaching

(It's a bit of a challenge, but

it is also a great way to encourage
people to learn something that we
can share with our students.)
Participant 11: • Additional
yes po may natutunan din po ako learnings
dun

(Yes, I've learned something

too.)
Participant 12: • Complicated
ano po marami rin po kasing
hindi nakikinig sa amin non tas
maingay pero naintindihan ko
naman
po ung turo ng kaklase po namin

(some of them did not listen

and were noisy, nevertheless I
understand the lesson .)

Question 3: Can you describe, based on your experience, how does

peer teaching sessions able to help you answer your Business Math Quiz?

Responses Code Theme/s

Participant 1: • Mor Theme 1: Peer

e teaching as a effective
mas madali maintindihan strategy
understabl
compare e
to the teachers, kasi may mga • Effective
po • Mastered it just
exceed
“Its able to help us kasi po
words po silang ginagamit, at
napapashortcut po nila kaya po
mas naiintindihan po namin
sila, kung baga teacher po kasi
malabo mag explain, compare
sa mga kaklase

namen naiishortcut nila yung Theme 2: Peer

explanation kaya mas teaching enhancing
naiintindihan po.” the
knowledge of students
(It is able to help us
because it's easier to • Enhanced
understand compared to the • Gain more
teachers. After all, they use knowledge
words that we can easily
understand better, even if Theme 3: Peer
teachers are vague to explain, teaching strategy is
compared to our classmates who helpful to peer tutors
shortcut the explanation so they
•
understand it better.)
• Helpfu
l
Helpfu
l Theme 4:
Peer teaching
promotes engaging
classroom setup

• Comfortabl
• e
Fun and
engaging
Theme 5: Peer
teaching gives more
understanding about
the
topic

• More
understandable
• Easier
• Much easier
• Easier

Participant 2: • Additional ALTERNATIVE

i think po is helpful po knowledge THEME
• Enhanced
dahil nung meron pong peer • Much easier
teaching session po hindi lang Theme 6: Benefits
po ung teacher nag tuturo may and oppurtuniies of peer
additional na natutunan dun din teaching
po sa peer teaching session kaya
po mas na eenhancepo ung
wisdom and knowledge about • More
dun sa certain topic po sa understandable
business math quiz, actually po • Easier
nung nag business math quiz po • Much easier
mas na gets ko po ng maayos

• Easier
(I think it's helpful because in
the peer teaching session, not •
only does the teacher teaches • Helpfu
the subject, peer teaching added l
knowledge and therefore • Helpfu Enhanced
enhances the wisdom about a • l Gain more
certain topic in a business math knowledge
quiz. )
• Effective
• Mastered it just
exceed

Theme 7:: Peer

teaching promotes
engaging classroom
setup

•
• Comfortabl
e
Fun and
engaging
 Participant 3: • Easier
it became easier po since • Clear
the process of solving naman po
it became clear kaya mas naging
easy po sa akinung quiz nung
nag take po kami

(It become easier, clearer and

understandable since the

process of solving that is why it
became easy while taking the
quiz.)

Participant 4: • Comfortable
It help me to understant it
since yung taong nagtuturo po
sa amin ay clasamate namin na
parang komportable ka po na
sila yung nasa harap mo
(It helps me understand
this since the person who
teaches us is one of my
classmates as if you were

comfortable with them being in

front of you.)

Participant 5: •
Based on my experience Helped me in
natulungan nya po ako in a • a good way
good way nadadalian po ako Effective
kahit nga slow learner ako pero
may part ako na di ko
maintindihan pero nasasagutan
ko paden po at nangdahil sa
peer teaching po.

(It helped me in a good

way, even though I was a slow
learner I had a part that I didn't
understand but I was able to
answer the question and it was
because of peer teaching.)
 Participant 6: • Mastered it
Although it didn't help me • just
that much I think it help other excee
students that was there •
d
Because I believe they got some
Not helpful
improvement with there's score
on the test but I didn't really Helpful to
have improvement with my others
score because I already
mastered it just exceed

(Although it didn't help

me
that much I think it helped
other students that were there
Because I believe they got some
improvement with their score
on the test but I didn't have
improvement with my score
because I already mastered it
just exceed)
Participant 7: • Help me
It help me to see what I to
lack •
•
focu
of the first session help me to s
focus more on the topic, that is Peer tutors
why I can answer the business
Fun and
math quiz.
engaging
Base po sa experience ko
dahil nga po tinutulungan kami
ng classmate namin na mas
maintindihan yung topic,
nakaka tulong po ito samin
dahil classmate po masaya po
yung pag tuturo nila nakaka
engage po makinig at

nakakatulong ma answer po sa
mga quizzes namin.

(Based on my experience,
because my classmates able to
help me to understood the topic,
it help me to focus to
understood the topic, it was fun
ang engage to help us answer
our quizzes.)
Participant 8: • Helpful
Mas helpful po sya since
may knowledge pong nakukuha
at ano po mas naramdaman ko
po siya dahil tumaas ang grade
ko sa business math.since na
konti ang pagtuturo sa business
math mas konti lang ang time
kaya nung nagkaroon na ng
time sa business mas nagets ko
siya.

(it is more helpful since

we gain knowledge and a lot
easier to learn business math.
my grades have improved after
peer teaching prevail.
)
Participant 9: • Helpful
from my experience po
peer teaching help us to
understand the lesson if maayos
po yung nagtuturo pero dahil po
sa katabi ko nasagutan ko po
yung business math ko

(my peer teaching

experience helps us understand
the lesson, especially if the tutor
is adequate to teach but
because of my partner I
answered my business math.)
Participant 10: • Helpful
Ayun kasi math medyo • much
ano talagang maraming easier
nahihirapan pagdating don sa
math do ayun base sa
experience ko ma ano sya e
maganda kasi nagkakaroon ng
idea na halimbawa palitan kami
nung nagtuturo palitan kmi ng
ideas so pagdating pagdating
don sa topic namin sa business
math mas madali na kumbaga
kasi may palitan kung ano yung
knowledge so hindi na
ganon ka hirap e solve yung
mga topic doon sa business
math sa naging quiz kumbaga
yung mga natuturo tinuturuan
nagkakaroon ng
palitan ng idea

(There are a lot of things that

are difficult to do when it comes
to math. participating in peer
teaching is helpful to share
ideas. For instance, it allows us
to exchange knowledge with
each other so it is easier for us
to solve problems in
business math.)
Participant 11: • Gain
its help po when it comes more
peer teaching since un nga knowledg
po students ung nagtuturo e
saamin marami po kaming
natutunan

(it gives us a wide

range of knowledge in
business) math and seems
much easier to get a solution
to the problem
Participant 12: • Much easier
kapag tinuturuan po kasi
kami mas na brobroad ung
kaalaman naminsa solution
about business math parang
madali nalang po alam mo na
ung pasikot sikot sa solution
na
sinasagutan

(it gives us a wide

range of knowledge in
business math and seems
much easier to get a solution
to the problem.)
 Appendix C: Interview Protocol

Interview Protocol

Interviewee:

Interviewer:

Time:

Date:

Place:

Reminders and Introduction

Good day, (Name of Respondents)! We appreciate your presence given

the circumstances that you are busy with performance task and schoolworks, you

still show up. We thank you for your time and willingness to be in our study.

To introduce ourselves, we are the researchers from Grade 12 Manucci,

Group 1. We are here to conduct an interview for the findings of our study entitled,
“The Effect of Peer Teaching in Passing Quizzes of Grade 12 ABM B at Theresian
School of Cavite School Year 2021-2022.” The purpose of this is to determine the
effect of peer teaching strategy on passing quizzes of senior high school students.

You will only be recognized by the researchers. Any presentation resulting

from this study will not reveal your identity. You may leave this study at any time

during this interview because participation is entirely voluntary. You have the

choice to choose not to respond to any questions that cause you any discomfort.

In this interview, we will be asking you four (4) questions, additional

questions may be followed up, and the interview may take thirty minutes (00:10) to

thirty minutes (0:30).

Some terminologies are present, such as:

 Peer: is an individual who is of equal standing with another and who
belongs to a

specific societal group, sharing distinct characteristics with this

group.

: A fellow student / schoolmate with the same strand in Theresian

School of Cavite.

Peer Teaching: is a method by which one student instructs another student

in material

on which the first is an expert and the second is a novice.

: It is the method use in the strategy that will be used to Grade 11 ABM B
students before

taking their quiz.

Quiz: a short test of knowledge, typically around 10 questions in length, with

question formats often including multiple choice, fill in the blanks, true or

false and short answer.

: It is the material to be used to examine the peer teaching to Grade 11

ABM B students.

Passing: the act of one that passes or causes to pass.

: It is the variable that will determine the effect of peer teaching to Grade

11 ABM B students.

We are also employing a voice recorder for this session. This is so that we

can revisit and evaluate your responses. The recording of this interview won't be

made available to anyone, in order to ensure its privacy. Additionally, it will be kept
in a secure location that will only be available to the researchers. However, you

have the choice to decline if this causes you any discomfort.

Is it okay for us to continue and your response to be recorded?

Do you have any questions or request before we start?

Research Questions:

CENTRAL QUESTION:
How does peer teaching affect the academic performance of grade 12 ABM
B students?

Semi-Structured Interview Questions

1. Describe your experience, answering the pre-test and post-test.
2. Describe your experience during the peer teaching sessions?
3. Can you describe, based on your experience, how does the peer
teaching sessions able to help you pass your quiz?