CHAPTER I

INTRODUCTION

This chapter presents the paper introduction including the background of the study, the

statement of the problem, research objectives, significance of the study and scope and

delimitation.

1.1 Background of the Study

Mathematics is very important on everybody’s lives. It is used in practically every

scientific subject as a tool and language. It aids in pattern recognition and our comprehension of

the environment. Because mathematics is an abstract subject, a lot of students find it tough and

challenging in elementary school, high school, and even college. To help their students overcome

this obstacle, math teachers work to create a math-friendly workplace. Offering pupil’s, the

chance to learn and study in groups is one method to accomplish this. For example, students can

work together in groups. For learning to take place, people should talk and interact with each

other (Vygotsky ,2018). People naturally learn from each other and work cooperatively in their

everyday lives.

Peer interaction refers to the process of collaboration and communication between

students in the same learning situation, where they engage in activities such as discussion,

debate, feedback, and reflection. It appeared to be another significant factor in the learning

process. A peer is generally considered to be a student in the same learning situation, or, in the

conservatoire context, of the same instrument. Peer interactions were found to be an influential

factor (Leite et al., 2014; McCarthy and Schurmann, 2015; Nyanga et al., 2016; Kurgat et al.,

2018) as they offered informal and less-threatening settings for sharing positive and negative
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experiences. Peer interaction can have a great impact on academic achievement and motivation

as well (Light& Littleton, 2015). It increases the motivation of the students to learn and at the

same time the social standing among peers will be much better (D. Fuchs, L. S. Fuchs, Mathes,

& Martiniez, 2013).

Peer teaching is a method of instruction where students work together. Under the

guidance of the teacher, one of them (the peer teacher) teaches other pupils (the peer learner) the

knowledge and abilities that he has mastered. To put it simply, one assumes the position of the

instructor and the other, that of the student. Peer tutoring aids in the development of students’

abilities to organize and direct their own learning, collaborate with others, provide, and receive

feedback on their work, and ultimately assess their own progress. According to Okilwa and

Shelby (2010), peer tutoring is a component of cooperative learning. It is a strategy class that

uses peers to provide one-to-one teaching, providing individual instruction, practice, and

clarification of ideas.

Peer teaching is helpful and offers several advantages for both teachers and students,

according to research. Peer teaching is helpful for fast learners and slow learners as well

(Vasay,2017). It supports quick learners in grasping the course’s principles and expressing

themselves with assurance. Slow learners get more proficiency and enhance their comprehension

of the terms used in the lectures. It aids in the development of critical values like self-discipline,

self-esteem, and sharing for both quick learners and slow learners. Peer tutoring also benefits

students because it creates a friendly, conducive learning environment through conversation

possibilities. Similar to this, peer tutoring helps introverted individuals become more confident

and sharpen their cognitive abilities because it offers timid students the courage to express

themselves in front of the class.

wherein a student gains information and experience from another student. Peer teaching is the

exchange of ideas between a student who is struggling in the same subject and another who is

performing exceptionally well, or who has just finished the course with success.

In addition to this, the third year BSED-Math students at Ave Maria College last year,

developed research that aimed to develop a peer tutoring program. Building upon their research,

the BSED Math 3rd Year students are now implementing and evaluating the developed peer

tutoring program in General Mathematics. This practical phase involves putting the program into

action within a real-world setting, allowing the students to observe its effectiveness firsthand.

The evaluation process will involve gathering data on student engagement, academic

performance, and overall program impact, providing valuable insights for refining, and

improving the program for future use.

This study aims to address this problem by implementing and evaluating general

mathematics peer tutoring program for Grade 11 students at Ave Maria College.

1.2 Statement of the problem

This study aims to implement and evaluate a peer tutoring program in General

Mathematics for Grade 11 students at Ave Maria College, moreover, this seeks to answer the

following questions:

1.How can the scheduling and coordination of peer tutoring sessions be optimized to

accommodate the diverse needs and availability of Grade 11 students at Ave Maria College?

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 2. What are the perceived benefits and challenges of the Grade 11 students face in

General Mathematics upon applying the peer tutoring program?

3. What are the mastery level of Grade 11 students in General Mathematics in Ave Maria

College before. How did they differ after the implementation of peer tutoring methods?

1.3. Objectives of the study

The objectives of the study are:

1. To set a more effective and accommodating peer tutoring program that meets the

diverse needs of its Grade 11 students.

2. To determine the benefits and challenges that students encounter when participating in

a peer tutoring program for General Mathematics.

3. To measure the impact of peer tutoring on students’ mastery of General Mathematics

before and after implementation.

1.4 Significance of the study

The purpose of this research was to provide advantages to the following groups of

people:

Teachers-The purpose of this study is to support teachers in improving the academic

performance of their students, while also reducing the workload and providing a brief respite

from teaching.

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 Students- This research aimed to assist students in enhancing their understanding and

academic performance in General Mathematics, particularly targeting Grade 11 students who

have struggled with the subject. Additionally, the study aimed to positively influence the study

habits of these students.

Parents-This research aimed to educate parents about the significance of Basic

Mathematics in their children’s academic success.

School Administrator-The purpose of this study was to assist school administrators in

creating programs that would support students in the field of Mathematics, ultimately fostering a

positive and successful learning environment for academic achievement.

Future Researcher-This research aimed to contribute to the existing body of knowledge

regarding the impact of peer tutoring on improving poor academic performances, not only in

Mathematics but also in other subject areas. Additionally, the study provided recommendations

for future research in this field.

1.5 Scope and Delimitation

The researchers will conduct this study entitled “Implementing and Evaluating Peer

Tutoring Program in General Mathematics for Grade 11 Students at Ave Maria College”. The

respondents of the study are the Grade 11 General Mathematics teacher at Ave Maria College,

particularly in Senior High School during the school year 2024-2025, and the Grade 11 students

of Ave Maria College. This specific selection of participants ensures that the researchers are

gathering data from individuals directly involved in the implementation and evaluation of the

peer tutoring program. The study is limited to implementing and evaluating peer tutoring
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programs and only covers the least mastered competencies of the students in general

mathematics, not all mathematical concepts. Lastly, to evaluate the students’ performance, the

teacher will only compare the students past performance’ to the result of the implementation.

1.6. Definition of terms

For the readers to easily grasp the content of this study, the following variables are

defined operationally.

Implementing - refers to the act of putting a plan into effect. In this study, this

refers to the process of putting the peer tutoring program into action.

Evaluating - refers to the process of judging the importance, or value of

something. In this study, this refers to the process of judging the importance of peer tutoring

program in General Mathematics.

Peer Tutoring - refers to the educational practice where students of similar age or

academic level provide academic support to their peers. In this study, students who performed

well in the evaluation will act as tutors for their fellow students who performed poorly.

Learning plan – refers to the personalized guide that outlines the learning

objectives. In this study, it serves as a framework to guide the development, implementation, and

evaluation of the peer tutoring program.

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 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

2.1 Related Literature

2.1.1 Peer Tutoring Program

Peer tutoring is not a new idea, it is possibly as old as any form of collaborative or

community action and has probably always taken place implicitly or vicariously (Topping 2005)

but in a changing Higher Education landscape, more formalized and even assessed forms of peer

teaching are becoming even more popular. The systematic review by (Alegre et al. 2019b,

2019c) provides a detailed discussion on the use of peer tutoring in mathematics instruction.

Same-age coaching, also known as Peer Assisted Learning Strategies (PALS), significantly

enhances individual academic achievement. This approach, supported by peers with similar

educational backgrounds, promotes knowledge and skills creation in the 21st century (Topping,

2005). Peer tutoring is a learning method where knowledgeable individuals from diverse social

groups and backgrounds share their expertise with others (Colvin, 2007). Peer tutoring is a

collaborative learning aid involving peer individuals, aimed at helping students with learning

difficulties through systematic teaching strategies (Chen & Liu, 2011). Peer tutoring, a learning

method often combined with collaborative learning, is divided into cross-age and same-age
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tutoring, involving students from different grade levels and education levels. (Alegre et al, 2020).

This means that cross-age tutoring involves tutors from higher levels of education helping tutees

from lower levels of education (Kalkowski, 1995). Same-age tutoring, which occurs in a single

classroom, is easier to administer than cross-age tutoring and has been proven to be more

effective with students from the same academic year. (Moeyaert et al., 2021). Alegre et al.

(2019b) discovered that most students gain from same age tutoring in algebra topics, with a

moderate impact size. Nevertheless, fascinating study findings have been identified in cross-age

tutoring. Hänze et al. (2018) a study comparing eighth-grade secondary school tutors and third-

grade elementary school tutees revealed tutors exhibited more knowledge-building behavior,

while tutees displayed more active, autonomous, competent, and intrinsic drive.

These peer-guided teaching and learning practices are commonly associated with

Vygotsky’s learning theory of social constructivism, which holds that knowledge is first

produced through social interaction with the individuals in question (Vygotsky, 2012).

Individuals learn knowledge through interactions with other individuals known as peer

interactions, as well as interactions with their environment (Hofstein & Lunetta, 2004). Peer

tutoring aids students in tasks beyond their proximal development zone, requiring supervision

and assistance from more capable individuals like adults or informed peers. (Vygotsky, 2012).

The premise here is that individuals can learn well when they participate in group discussions

with their peers, and via collaborative efforts with those who are more skilled, students can

appreciate new concepts and skills (Shabani et al. 2010). Peer tutoring offers benefits to both

tutors and tutees, fostering a sense of pride and responsibility for their role, while also providing

ample learning opportunities for tutors. (Maheady, 2012). Furthermore, tutors and tutees can

boost their self-esteem by discussing and exchanging ideas during the peer tutoring program.

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Peer tutoring allows students to improve themselves and boost their self-esteem (Maheady,

2011). Peer tutoring facilitates children’s learning by fostering a connection through simple

language, allowing tutors to teach subjects in their own style, promoting active participation in

the learning process. (Laskey & Hetzel, 2011). However, in a study conducted by Song et al.

(2018) in rural secondary schools, peer-assisted learning did not improve tutees’ mathematical

performance; rather, it increased their degree of learning strain.

Existing evaluations of peer tutoring lack comprehensive examination of theories,

tactics, and effects on academic achievement, social skills, and cognitive skills, and lack an all-

inclusive source. (Alegre et al., 2019a). The review’s methodology, based on Google Scholar,

may have overlooked important studies. A more comprehensive systematic review, considering

theories, techniques, and effects on academic achievement, social skills, and cognitive skills in

mathematics education, could provide a more nuanced understanding of peer tutoring’s

effectiveness. This approach can inform future research and interventions, enhancing the

understanding of peer tutoring’s effectiveness in mathematics education.

2.1.2 Learning Plan

Teaching is an organized system of specific activities that are aimed to help the learner to

learn something. Teaching may be carried out in the absence of a teacher. Anything like a book,

nature, teaching machine, etc., may play the role of teachers. The important thing is the role of a

system of actions or activities (Kumar, 2012: 3). Gage (1963) defines teaching as a process of

establishing interpersonal relationship between the teachers and taught as a result of which the

behaviour of the latter is modified. Here the relationship plays the key role. But this approach to

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teaching-learning does not consider the role of hardware (teaching machines, programmed

instruction, etc). Amidon (2013) considers teaching as a process of interaction between the

teacher and the taught. He considers teaching as a co-operative enterprise, and a commonly

shared phenomenon. It is two way and results in the improvement and development of both the

participants, i.e., teacher and the taught. It considers teaching as a set of properly planned and

clearly defined activities that are undertaken for the achievement of certain objectives. This

definitions confines teaching within the interaction of the teacher and exclusively in the form of

classroom talk or a few special activities (Kumar, 2012: 3).

Some of the above definitions have a very limited view of the functions and scope of teaching

while others elaborate it to the extent of unbridled freedom and undefined tasks of purposeless

outcomes. A single definition cannot explain the term teaching comprehensively and

functionally. A good definition of teaching, clearly indicate whether teaching is a process or

product, its constitutional elements or factors, its objective, its organizational and structural

aspect. The comprehensive and functional definition of learning may be as given below:

Teaching is a triadic relation – involving the source of teaching (human or material), student and

a set activity designed and manipulated primarily to bring changes in the behaviour of the

student. Teaching is a social process. The political system, social philosophy, value and culture of

a nation leave their impression on it. The meaning of teaching varies with the political system.

The meaning of teaching varies from autocratic, democratic, and laissez-faire set up. Morrison

defines teaching from autocratic point of view, Gage has democratic point of view and

Brubacher takes the laissez–faire point of view to define teaching. Some of these definitions

consider teaching as a bi-polar process (teacher and students are 2 poles) and some consider

teaching as a tri-polar process (teacher, students, and society. Curriculum is the 3 pole).

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 2.1.3 Difficulties in General Mathematics

Education has an important role in the progress of a country. This is because the quality of

education describes the quality of the next generation of the nation. In other words, the quality of

education must be increased to create a quality generation in the future. The quality of education

can significantly increase productivity in terms of the economy (Jamison et al., 2007). This

means that quality education has an important role in the progress and survival of the

community, especially the nation's next generation. The benefit of research is for developing the

education system (Basu, 2020). It agrees with the research of Weinert & De Corte (2001) that

educational research can be used to develop technology in the learning process, facilitate

teachers, train student learning competencies, design learning models, and another educational

research.

2.2 Review of Related Studies

2.2.1 The Effect of Peer Tutoring Strategy on the Students' Achievement in Discrete

Structures of Second Year College Students at the Pangasinan State University Bayambang

Campus, Philippines

This study investigated the effect of peer tutoring strategy on the students' achievement in

Discrete Structures of second year college students at the Pangasinan State University

Bayambang Campus, Philippines. More specifically, it attempted to determine and compare the

achievements of the students exposed to peer tutoring and conventional teaching. The

experimental method of research was used in the study particularly the posttest control group

design. Two intact classes were randomly assigned to experimental and control group and were

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subjected to six weeks treatment period. Valid and reliable researcher-made achievement test was

used as the data gathering instrument. The mean, standard deviation, skewness, and analysis of

covariance were computed to determine and compare the achievement of the two groups. The

result of the study revealed that the students exposed to peer tutoring significantly achieved

better than those exposed to conventional teaching. Based on the finding, it is concluded that the

achievement of the students is enhanced when exposed to peer tutoring strategy. It is

recommended that peer tutoring strategy should be used by mathematics teachers to improve the

performance of their students in the subject. Furthermore, further studies should be conducted to

find out the effect of peer tutoring in other subject areas.

2.2.2 Evidence-based Peer-tutoring Program to Improve Students’ Performance at the University

The purpose of this study was to demonstrate the impact of a peer-tutoring program on

academic performance among first-year students. The sample consisted of 102 first-year students

from four-degree programs at a Spanish University. The academic performance was measured

through the official student Academic reports. The assignment of the students to the experimental

group (N = 51) and control group (N = 51) was done randomly. The intervention consisted of 20

highly structured individual weekly tutoring sessions delivered by senior and doctoral students,

previously trained in three training sessions. The results show moderate effects’ size and

statistically significant differences in favor of the experimental group in the total academic

course, as well as in the fall and spring semesters.

This study builds upon the research study about “Developing Peer Tutoring Program in General

Mathematics for Grade 11 students of Liloy National High School towards General

Mathematics” by focusing on the impact of peer tutoring, particularly in the context of

developing a structured program aimed at enhancing students' understanding and proficiency in

strategic interventions through peer tutoring, this research aims to provide practical insights into

how such initiatives can be effectively implemented to foster academic growth and learning

strategies among senior high school students.

2.2.3 A Case Study of Peer Tutoring Program in Higher Education

The purpose of this article was to present a plan for a peer tutoring program that was

successfully implemented for university students at National Formosa University in Taiwan

during academic years 2007 to 2009. There were 12 tutors providing peer tutoring service,

through a Teaching Excellence Project, at the dormitory learning resources center (LRC). For the

past 3 years, the project has proven to be a true success; tutors now not only work closely with

tutees, but they also assist the LRC instructor during training and activity integrated instruction

sessions. Peer tutoring with skilled and experienced instructors is one way to promote

extracurricular education services for university students. It is also a method for improving

educational effectiveness whereby tutors work together to implement strategies through a

systematic process. The results clearly demonstrate that the reciprocal peer tutoring program has

been successful regarding tutors and tutees’ achievements, motivation and attitudes. Plans

include the LRC providing campus electronic equipment and resource assistance service in

reference areas.

The successful implementation of the peer tutoring program in this study is closely tied to the

researchers' study. However, unlike the earlier study where skilled instructors acted as peer

tutors, the current research, titled “Developing Peer Tutoring Program in General Mathematics

for Grade 11 students at Liloy National High School towards General Mathematics,” involves

Mathematics teachers who oversee and guide the peer tutoring sessions. Specifically tailored for
13
Grade 11 students atofLiloy
• Implementation PeerNational High School, this program aims to •leverage the level
Mastery expertise
in and
tutoring program least Mastered
instructional skills of these teachers to enhance academic learning outcomes. By utilizing
Competencies
• Frequency and duration
teachers
of tutor as peer tutors, the study not only addresses the academic challenges
sessions  Test faced
scoresby students

but also provides valuable insights into the role of educators in facilitating peer learning

experiences and overcoming educational obstacles effectively.

Figure 1. The Conceptual Framework of the Study

Independent Variables Dependent Variable

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 CHAPTER III

RESEACRH DESIGN AND METHODOLOGY

This chapter discusses the research design, research locale, respondents, data gathering

procedures, research instruments, validity and reliability of the research instrument, and the

statistical treatment and analysis used in the study.

3.1 Research design

This study will utilize both qualitative and quantitative research designs. The quantitative

aspect will involve collecting numerical data to accurately measure the impact of peer tutoring

on students' academic performance. This will be achieved by comparing the test scores of

students before and after the implementation of the peer tutoring program and by tracking

students' progress over time. While the researchers will necessarily collect information in

statement form, which constitutes qualitative data, the study will ultimately employ both

15
qualitative and quantitative analyses to gain a comprehensive understanding of the peer tutoring

program's effectiveness.

3.2 Research Locale

This study will be conducted at Ave Maria College, a private institution located in

Vallesville, Fatima, Liloy, Zamboanga del Norte, Philippines. The study aims to assist Grade 11

students at Ave Maria College by providing them with an opportunity to enhance their

Mathematics performance, specifically in General Mathematics.

3.3 Respondents of the Study

The respondents of the study are the Grade 11 General Mathematics teacher from the

Senior High School department and the grade 11 students of Ave Maria College during the

school year 2024-2025. The teacher and the students will be a vital component in ensuring the

study's success. To maintain confidentiality, the researchers will not disclose the teacher and the

students name in the study.

3.4 Data Gathering Procedure

The researchers will provide students with a detailed learning plan for the least mastered

competences of general mathematics lessons, ensuring alignment with the curriculum guide. The

researchers will gather the quiz results of the students before the implementation to establish a

baseline for comparison. The researchers will observe and facilitate the Grade 11 students at Ave
16
Maria College on Friday only from 10:00-11:00 am in the morning. The researchers will conduct

an interview with the teacher regarding the result of the implementation of the peer tutoring

program in general mathematics for the Grade 11 students. After gathering the result, the

researchers will give thanks to the teacher for their participation in the said interview and

especially to the principal of the school. The responses from the said interview will then be

tabulated to determine the results.

After assessing the responses from the respondents, the researchers will now proceed to

evaluate the results upon implementing the peer tutoring program in general mathematics.

3.5 Research Instruments

The research instruments used in the study to gather the desired data are specified below:

3.5.1 Learning Plan

This instrument was used to ensure consistency and structure in tutoring sessions by

providing a clear road map of the least mastered topics and activities of the Grade 11 general

mathematics . It determine the impact of the peer tutoring program on students’ learning

outcomes by linking their performance to the structured learning plan. Tutors follow learning

plan during each session, ensuring thy cover all necessary topics and provide consistent

instruction.

3.5.2 Research Questionnaire

3.5.2.1 Collecting Perceptions and Feedback

This instrument will be use to gather detailed feedback from the general

mathematics adviser, who has a comprehensive view of the program’s implementation

17
 and its impact on students. The questionnaire can include questions about the adviser’s

observations on student engagement, improvements and understanding.

3.5.2.2 Measuring Program Effectiveness

This instrument will be use to assess how well the program meets its goals of

improving students’ math skills. Questions can focus on changes in students’ test scores,

participation levels, and confidence in handling math problems before and after the

program.

3.5.2.3 Identifying Strength and Weaknesses

This instrument will be use to identify what aspects of the peer tutoring program

work well and which areas need improvement. The adviser can provide insights on the

effectiveness of the overall program.

3.6 Validity and Reliability of Research Instrument

Before conducting the said interview with the teacher, the research questionnaire is

submitted to the research experts, the researchers first present it to the research adviser for

approval and validation in terms of objectives, grammar, content, and an appropriate number of

items. With the comments and suggestions of the research adviser, the research questionnaire

will be revised and finalized. After the checking and validation, the researchers then came up

with a revised version of the instruments that made the tool more reliable and valid to be

administered to the respondents.

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3.7 Statistical Treatment and Analysis

The following statistical tools were used. The data gathered were collected, collated,

tabulated, and interpreted to facilitate analysis of the data.

3.7.1 Thematic Analysis refers to the method of data organization dependent on its

patterns and topic. This was used to analyze the respondents’ suggestion in enhancing the

learning module.

3.7.2 Descriptive Statistics is a method used to summarize and describe the main

features of a data set. This will be use to identify the frequency of specific challenges or

improvements in the least mastered topics.

3.7.3 Correlation Analysis is a statistical method used to determine the relationship

between two or more variables.This will be use to examine the relationship between the number

of tutoring sessions attended and improvements in the least mastered topics.

19