1

Chapter I

THE PROBLEM AND ITS BACKGROUND

Introduction

Mathematics teaches learners important problem solving skills that they can apply to other

aspects of their lives. It helps them to think in a logical manner, and also helps them to view and

analyze things in a more sophisticated way. Almost all courses offered like commerce,

engineering, education, accountancy and others required mathematics as basic requirements for

every professional courses. However, students have difficulties in learning mathematics and can

be found in every classroom. The potential causes of these difficulties are numerous and can be

explained by such child characteristics as intellectual functioning, motivation, problem-solving

skills, memory skills, strategy acquisition and application, and vocabulary.

Performance in Mathematics depends largely on effective teaching and learning process.

That is why active participation of the learners during teaching and learning process is vital.

Developmental learning theorists Piaget, brought to education the idea that teachers can be more

effective if they can organize learning in a step- by- step manner and connect it to the learner’s

prior knowledge and experiences. The activities selected in the teaching and learning of

mathematics must nurture plenty of student activity and acquisition of learning skills and that an

enabling environment should be created to give the learner the opportunity to interact freely with

fellow learners.

Peer assisted learning systems are an evidence based intervention that can improve the

academic and social skills of students. Peer assisted learning systems are done within a classroom

setting. Students work with their peers to enhance their learning. They are trained on the correct

methods and then grouped according to levels; higher students are placed with lower students.
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Learning from each other is not only a feature of informal learning, it occurs in all courses

at all levels. Students have conversations about what they are learning inside and outside classroom

whether teachers are aware of it or not. Students’ first approach when stuck on a problem, is

normally to ask another student, not the teacher. Not only can provide each other with useful

information but sharing the experience of learning also makes it less burdensome and more

enjoyable. The power of peer learning is manifest daily in popular culture and many books and

movies illustrate its influence. Students learn a great deal by explaining their idea to others and by

participating in activities in which they can learn from their peers. They develop skills in

organizing and planning learning activities, working collaboratively with others, giving and

receiving feedback and evaluating their own learning. Peer learning is becoming an increasingly

important part of many courses.

Performance in mathematics continues to be below expectations despite numerous research

efforts to remedy the situation. To cater the problem, teachers undergo seminars, trainings and

workshops organized by DepEd to improve pupils performance. And this is the mainly concern of

the education stakeholders, teachers, parents and the students.

One of the strategies that can be used to improve students’ academic achievement and

attitudes is the peer tutoring. Whereas, peer tutoring is an intervention in which students work in

pairs to master academic skills or content1. It may involve partners of the same age or different

ages (cross- age). Cross age peer tutoring involves older students serving as tutors for younger,

lower functioning students.

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1
Greenwood, C.R., Shinn, M.R.,Walker, H.M.,& Stoner, G. Classwide peer tutoring program, 2006.
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Peer assisted learning strategies ( PALS) is another promising alternative to conventional

instructional methods which can help improve academic achievements of students, wherein there

is a collaborative arrangement whereby children work together to support each other learning.

Studies show that students in Peer- Assisted Learning Strategy improved their reading

comprehension scores statistically significantly more than did students in contrast classroom2.

Many studies showed that peer assisted learning strategy will help the learners from

elementary level even up to tertiary level. And the researcher would like to conduct the same study

in the school and where she is assigned, to see its effectiveness and to consider peer -assisted

learning strategy as one of the best strategies that teachers can be used in all grade level, especially

that the mathematics performance of the pupils is low. And to help the pupils of Balla Elementary

School the researcher wanted to focus on this research.

____________________________

2
Douglas Fucchs and Lyn S. Fuchs. Peer- Assisted Learning Strategies: Promoting Word Recognition,

Fluency, and Reading Comprehension in Young Children , The Journal of Special Education Vol.39/ No. 1/2005/pp

34-44,2001.
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Conceptual Framework

There are many factors why students have difficulty in learning Mathematics. One of the

key factors for students’ achievement is the teacher. Generally, teachers especially in public

schools do not have enough time for each and every student due to burden and ton of paper works

they are doing inside the classroom, it is the reason why teachers are delivering different strategies

to produce better outcome of learning. One of these strategies is peer- assisted learning strategy. It

is an “educational practice in which students interact with other students to attain educational

goals”. Peer interactions can enhance learning outcomes in tasks within a developmental

framework. Peer interactions also support cognitive change through dialogue and discussion more

effectively than independent, individual work. Lisi3

Peer teaching as one of a teaching method should be embraced to helps improve students

feeling of success and to help them develop confidence in mathematics with their direct

participation or involvement. Group discussions should be allowed to encourage students to efface

their negative disposition on mathematics and to improve their performances.

To understand better the conceptual framework of the study, below is a paradigm which

consists of independent and dependent variables. It comes along to show the performance of the

respondents in terms of their academic performance and attitude towards mathematics. Academic

performance and attitude are the dependent variables and the peer-assisted learning strategy is the

independent variable which assumed to have an effect to the Grades 4 to 6 academic achievement

and attitudes towards Mathematics.

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3
Lisi , R.D. Chapter one Implication of Piagetian Theory for Peer Learning, In cognitive perspective on peer

learning ,pp.3-27, 2000.

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The group of respondents are given pre-test which focuses on the 3rd quarter. The process

involves the analysis of pre-test for the groups of respondents. After the groups are exposed in peer

assisted learning a post-test will be conducted

Paradigm of the Study

Independent Variable Dependent Variables

Academic Achievement

Peer- assisted learning

Attitude

Statement of the Problem

This study aims to determine the level of academic performance and attitude of pupils

towards mathematics before and after the integration of peer- assisted learning strategy.

Specifically, it will seek to answer the following questions:

1. What are the scores of the Grades 4 to 6 pupils before and after the integration of peer-

assisted learning strategy?

2. Is there significant difference in the pre and post-test of the Grades 4 to 6 pupils?

3. What is the attitude of pupils towards Mathematics before and after the integration of

peer- assisted learning strategy?

4. Is there significant difference in the attitudes of the Grades 4 to 6 pupils before and

after the peer- assisted strategy is employed?

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Hypotheses
The study will be guided by the following hypotheses.
1. There is no significant difference in the pre and post-test of the Grades 4 to 6 pupils.

2. There is no significant difference in the attitudes of the Grades 4 to 6 pupils before

and after the peer- assisted strategy is employed.

Significance of the Study

This study “The Effect of Peer- Assisted Learning Strategy in Teaching

Mathematics to the Academic Achievement and Attitudes of Grades 4 to 6 pupils of Balla

Elementary School” is necessary. The primary goal of each teacher is to motivate her learners to

achieve well in the class. That is the reason why a lot of studies were made about different teaching-

learning strategies that would improve the students’ academic performance.

The result of the study is hoped to be beneficial to the following:

School Administrators. This study may give ideas to school administrator to consider peer

assisted learning strategy as one of the interventions that can be used in their school.

Teachers. The result of this study may help the teachers in improving the strategies applied

to the learners which will also increase students’ mathematical skills of the below average students

through the assistance of high achievers in his/ her class and to attend more closely to the needs of

each learner.

Students. The result of this study may inspire the learners to love mathematics and

understand the subject better through the help of their co- learners since the same language is used

and share the same experience as learners.

The Researcher. This will serve as her basis in improving her own teaching process to

help students bring out the best in them and establish a well conducive learning area in which she

gives importance in learning as a two-way process, the teacher-students’ interaction.

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Future Researchers. Finally, the study will provide some insights that will serve as his

guide in preparing and developing his own research that will help students outstanding

performance in the given field of subject areas. It will also serve as a reference material that will

give information to other researchers.

Scope and Delimitation of the Study

This study is conducted to determine if Peer Assisted Learning Strategy affects the

pupils’ academic achievement and attitude in Mathematics. The study will be limited to Grades 4

to 6 of Balla Elementary School. Academic achievement will be based on teacher-made test given

to the learners. To know the attitudes towards mathematics of the respondents, pre and post

mathematics attitudes towards mathematics using mathematics inventory scale will be given

before and after the conduct of the study.

Definition of Terms

The following terms are operationally and conceptually defined.

Academic Achievement. It refers to the knowledge and skills acquired and

developed of the learners. In this study, it is measured by test scores result from pre-test and post

test given to the respondents at the beginning and conclusion of the study.

Attitude. It refers to the students; attitudes towards mathematics before and after

the integration of peer- assisted learning strategy, which can be measured through questionnaire.

Low Performing Student. It refers to students whose percentage score is 20

percent or below of the total item of the pre-test or post-test.

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Peer. It refers to someone who has equal standing with another or others, as rank,

class or age4. In this study, it refers to the students with the same age and section as the student

being tutored but not a professional tutor.

Peer Assisted Learning. This is the acquisition of knowledge and skill through

active helping and supporting among status equals or matched companions. PAL is people from

similar social groupings, who are not professional teachers, helping each other to learn and by so

doing, learning themselves

Peer Tutee. It refers to a student who is being helped by another student through

instruction or demonstration in order to understand the lesson.

Peer Tutoring. It is an approach in which a learners instruct another learner on

which the first is expert and the other is novice. (Danom and Phelps)5. In this study, peer tutoring

is an instructional study consisting of students’ partnership, wherein the high performing

students assist or help the low performing students to understand math better.

Pre- Test. It is a test to evaluate the preparedness of the students for further

studies. (Merriam Webster ). In this study it refers to the test administered to the respondents

before the study was conducted.

bPost-Test. This is a test given to the students after the completion of the intervention

program. In this study, it refers to the 30 items test prepared by the researcher and are administered

to the respondents after the integration of the peer assisted leaning strategy.

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4
Farflex, The Free Dictionary, 2011
5
Danom, W. & Phelps, E. Problem Solving with equals: Peer collaborations as a context for learning

mathematics and spatial concepts. Journal of Educational Psychology, 81(4), 639-646., 1989
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Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of related literature and studies particularly on peer

assisted learning strategy. In this portion of the chapter, the works of authors, foreign and local

are presented because of their relevance and importance of this study.

Related Literature
Foreign

Lazarus 6 stated that Peer tutoring has been researched as an effective strategy to engage

students and promote academic success. It improves mathematics performance for students at risk

or experiencing mathematics disabilities.

According to Goodlad and Hirst7, for the tutor, benefits result from reinforcing existing

knowledge of fundamental concepts and gaining a better understanding of the field of study. In

addition tutors develop a sense of efficacy, gain insight in the teaching and learning process, and

discover meaningful applications of the subject matter. For the recipients of tutoring the

advantages include individualized instruction, more contact time with a ‘teacher’, the opportunity

to discuss material and to ask questions in a non-threatening and supportive setting, and interaction

and bonding with peers.

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6
Lazarus, K.U. Effect of Peer Tutoring and Cooperative Learning on Mathematcs Achievement of Students

with Learning Disabilities in Oyo State, Nigeria, University of Ibadan,2014.

7
Goodlad ,S. and Hirst, B. Peer Tutoring. A guide to learning by teaching, New York, Nicholas Publishing

ED 311 006,1989.
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In relation to the statement above, Topping8 stated that the teacher in turn, benefits from

this model of instruction by an increased opportunity to individualize instruction, increased

facilitation of inclusion or mainstreaming and opportunity to reduce inappropriate behaviours

Dabkowski9 on peer tutoring session is one way of introducing students o process by which

communities of knowledgeable peers create connections between symbolic structures like

academic disciplines, ideas within a particular major and reality. The idea here is similar with

Gestalt theory in forming companionship between peer tutors and students. The tutor or consultant

helps guide the students or tutee into a system by which the student ( deally) comes to better

understand his or her community, academic discipline and ultimately his or her ( constructed)

reality. This is a very noble pursuit, and it is conversation and constant questioning on one’s views

that leads to better writing and better learning.

Similarly, Benware and Deci10 found their learn-to-teach group performed better than a

learn-only group on higher order conceptual understanding, and perceived their experience as

more active and interesting

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8
Topping, K. Peer Assisted Learning: A practical Guide for teachers, Newton, Mass: Brookline Books,2008
9
Dabkowski, B. The History of Peer Tutoring,2000. http://wrt.intertext.syr.edu /viii/dabkowski.html

10
Benware, C. A., & Oeci, E. L. Quality of learning with an active versus passive motivational set. American

Educational Research journal, 21(4), 755-765,1984.

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For, Kunsch11 et, al peer tutoring works best when students of different ability levels work

together. Although it is assumed that peer tutoring primarily benefits those who are tutored,

Goodlad and point out that both the tutor and the recipient make significant gains.

Cohen12 et al, stated that effects on both tutors and students were positive in the areas of

learning, attitude towards the subject matter and self-concept.

Stephenson and Warwick13 have found that Peer Assisted Learning Strategy is easily

adapted to different settings, and that overall, peer tutoring is an effective approached to improve

student outcomes. Peer Assisted Learning Strategy enables teachers to integrate more strategic

instruction during tutoring sessions because teachers can meet the individual needs of students

with peer tutoring.

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11
Kunsch, C., Jitendra, A.K., & Sood, S. The Effects of Peer-Mediated Instruction in Mathematics for

Students with Learning Problems: A Research Synthesis, 2007.

https://doi.org/10.1111/j.1540-5826.2007.00226

12
Cohen, P.A, Kulik, J.A., Kulik, C.C. Educational Outcomes of Tutoring: A meta- Analysis of Findings,

American Research Journal, 19.2,pp 237-248, 1982.

13
Stephenson P. and Warwick P. Peer Tutoring in the Primary Science Classroom. Investigationg:

Australian Primary and Junior Science Journal, 17, pp 11-14, 2007.

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According to Drs. Doug and Lyn Fuchs14 Math Peer Assisted Learning Strategy can be

applied to many diverse learners at varying skill levels. This approach uses structured interactions

between students to encourage high- level feedback while in pairs. These interactions the level of

participation on topical areas through verbal rehearsal, until the process becomes routine, and

verbal rehearsal is no longer needed. In these activities students learn that strategies can be applied

to other content areas. Students get step-by-step feedback through their interaction during tutoring

sessions. The tutoring sessions are reciprocal with students taking turns as tutor and tutee.

The present study is similar to the aforementioned related foreign literature since all the

authors and the researcher focus on peer- assisted learning strategy.

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14
Fuchs, D., anf Fuchs, L. Peer Assisted Learning Strategies in Reading Extensions for Kindergarten, First

Grade, and High School. Remedial and Special Education, 22, pp 15-21, 2001.

Local
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15
Angeles who cited various advantages of group learning as follows: 1) Concepts and

skills in Mathematics can be best learned by the active involvement of the students, 2) Mathematics

is a social subject; therefore problem- solving can be fun to students only if they can share their

answers or check their results gains other’s. 3.) It promotes initiative discovery and the

development of higher level reasoning in meta- cognitive thought; and, 4.) positive peer

relationships result in a higher level of self- esteem and self- sufficiency. For him, the principal

idea behind cooperative learning is that by making students work together instead of competing,

peer norms will come to favour rather than oppose high achievement.

Naugayan16 stated that cooperative learning is a set of instructional methods in which the

students work. It encompasses a wide variety of strategies to promote academic learning through

peer communication. It implies that the students help each other, share ideas and resources and

plan cooperatively on what and how to study.

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15
Angeles, N. G.Cooperative Learning in the teaching of Mathematics. The Modern teacher, pp.136-138,

September, 2006

16
Naugayan, E.C. Cooperative Learning. The Modern Teacher,pp 65, 2008.
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“Tell me and I’ll forget. Show me and I’ll remember. Involve me and I’ll learn”. Gapusan17

relates that Chinese proverb to cooperative learning he enumerated various advantages of

cooperative learning like it increases academic achievement, enables the teacher to work with

smaller groups of students, hence, increasing students’ participation, increases students’ self-

esteem, encourages friendship among students of differing abilities and social levels, and students

become real partners in the learning enterprise.

Honrejas18 believed that a subject is truly mastered only when a leaner is able to teach it to

someone else. Peer teaching gives students an opportunity to learn something well and at the same

time become a resource to teach others.

The preceeding discussions are similar to the researcher’s present study, the effectiveness

of peer- assisted learning strategy, but different respondents.

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17
Gapusan, R. B. Cooperative Learning. The Modern Teacher,pp 144-145, 2003.
18
Honrejas Jr., A.I. Strtaegies to create peer teaching in the classroom. The Modern Teacher , pp 140, 2010.
 15

Related Studies
Foreign

19
In a study published in 2006 Stephen D. Kroeger and Beth Kouche looked at a class

where two teachers were in this exact predicament. They had students who felt they would never

be successful in math, they have given up on themselves. The two teachers in this study sought

out a strategy that would increase student response to intervention in mathematics. These two

teachers chose to use PALS and were pleases with the results. The study took place in a large

middle school in the Midwest and a team of 150 seventh grade students participated. These

students had many diverse math abilities. PALS was not the only instructional method used in the

classrooms. While using PALS teachers found that students' negative attitudes towards math

decreased and the learned helplessness they were presenting with prior to intervention was

diminished. The students in the study expressed their like for the intervention and enjoyed feeling

helpful towards their peers. Overall the students in this study improved their math skills, and use

of appropriate social skills in a natural setting.

Peer-Assisted Learning Strategies are most commonly used in elementary reading classes.

In 2004 a study conducted by Baker, Gersten, Dimino, & Griffiths 20 was published in which PALS

was being used in math in an elementary school. The study was done with general education

teachers on students with and without disabilities. PALS was to be used twice a week and done as

____________________________
19
Kroege, S.D and Kouche, B. Using peer- assisted learning strategies to increase response to intervention

in inclusive middle Math Settings, 2006.

20
Baker, Gersten, Dimino, & Griffiths. The sustained use of Research- Based Instructional Practice: A Case

study of Peer- Assisted Learning Strategies in Mathematics, 2004.

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a class-wide intervention. This specific study not only looked at PALS impact on the students but

the teachers perceptions of its utility and sustained use as well. Oftentimes teachers will participate

in research studies for interventions and once the study is completed the teachers will no longer

use that intervention. This study specifically looks at whether or not teachers sustain the use of

PALS even after the original study is completed. It also looks at whether the teachers who were

sustaining

PALS use were doing so according to how they were originally trained or did they adapt it

to fit their style. Through questionnaires and observations information was gathered to determine

the sustained use and effectiveness. When the teachers were asked to report on their use of PALS

all eight teachers reported that they use it regularly at least twice a week and have not made any

modifications to their original training. Through observations and the gathering of data all eight

teachers were found to have actually sustained use and for it to continue to have positive impact

on their students. This study shows that when PALS is implemented on a consistent basis and is

done correctly it can be successful in elementary math as well as elementary reading.

McConnel, Reany, et.al21 Studies on peer tutoring provide convincing evidence of the

improvement of the social interaction among students exposed to intervention programs. Social

interaction is effective in enhancing self- confidence and self- assertiveness o students. Moreover,

peers may be more effective in changing other students’ behaviors. This may be the result of peers’

active participation in learning activities among each other or with teachers

____________________________

21
McConnel S.R., Reany. Interventions to Facilitate Social Interaction for Yung Children with Autism:

Review of Available Research and Recommendations for Educational Intervention and Future Research,1992.
 17

Chanco22 integrated peer tutoring in teaching science with college students as her

respondents while Presbitero23 used in teaching mathematics on second year high school students.

They both found that the experimental peer monitoring groups are superior to the control group

who uses the traditional method in terms of mean achievement. They found out that there are

students who failed in the said subject in the control group while no student failed in the

experimental group. There are also a greater percentage of students in the peer monitoring groups

who obtained good and very good grades than in the control group. Furthermore, there is a

significant relationship between study time and academic achievement as shown by Pearson’s and

the t-test of significance and , and students are positive in their attitude towards peer monitoring

and group contingency procedures.

Udaka 24 showed that cross age peer tutoring program has been positive effects on reading

attitudes of both the tutors and tutees. Low achieving older students are successful in tutoring their

younger peers. Some academic gains are apparent, which suggest that the opportunities provided

by the tutoring program may be related to the achievement. Teachers also reported that the tutors

gained self- confidence, and other general education teachers asked to have peer tutors in the

classes. However, there is an absence of an appropriate comparison group, aw ell as statistical

analysis to determine if the growth is significant.

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22
Chanco, C.R. Experimental approach: Effects of Peer Monitoring on the Academics achievement of

selected college students, 1991.

23
Presbitero,N.L. Peer tutoring and mathematics achievement ,2002.

24
Udaka, J. J. Cross- age peer tutoring in dialogic reading. Effects on the language development of young

children,2009.
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Based on Allsop 25 Class wide peer tutoring ( CWPT) and independent student practice,

(study, are effective strategies foe helping students to learn elementary algebra problem solving

skills in heterogeneous school. Neither strategy is significantly more effective than the other.

Students at risk of math failure demonstrated slightly greater performance gains than students not

at risk of math failure. Related findings indicated that (CWPT) is most effective with 14 and 15

years old students.

26
Vassay conducted a study of peer teaching in college mathematics and found that it

greatly affects the intellectual and moral values of the students such as the ability to express their

ideas, mastery of different concepts, time management, and sense of responsibility, sharing, self-

discipline, self-reliance, self-confidence, resourcefulness, cooperation and obedience.

A study conducted in Nigeria by Okilwa and Shelby27 on the effects of peer tutoring on

academic performance of students with disabilities in Grades 6 through to 12 reported peer tutoring

as effective for special education students in both general education and special education settings.

Peer tutoring implemented across subject areas such as language, arts, mathematics, science and

social studies showed positive academic effects.

________________________

25
Allsop, D.H. Using classwide peer tutoring to teach beginning Algebra problem solving skills in

hetergenous classrooms,1997.

26
Vasay, E.T. The Effects of Peer Teaching in the Performance of Students in Mathematics. E. International

Scientific Research Journal, 2(2),2010.

27
Narthern S.A Okilwa & Liz Shelby. The Effects of Peer Tutoring on Academic Performance of Students

with Disabilities in Grades 6 through 12: A synthesis of the Literature,2010.

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Additionally, Bowman-Perrot et.al.28 conducted a meta-analysis on the effect of peer

tutoring across 26 single-case research experiments for 938 students in Grades 1 – 12. The findings

were that peer teaching is an effective intervention regardless of dosage, grade level or disability

status.

Mary Beth Calhoon and Lynn S. Fuchs 29 joined together to examine the effects of PALS

and curriculum-based measurements (CBM) on mathematics performance of secondary students

with. The study included 92 students split between ten classes. These students were in 9th through

12th grade. All of these students were receiving math instruction in a self-contained resource room

and were below grade level. Based on the results from the questionnaires the students and staff

enjoyed PALS/CBM. The students felt it helped them improve their math skills and made them

work harder in math. While this study proved that PALS/CBM can be beneficial for increasing

students computational skills it fell short on improving students development of

concepts/application skills. When teaching math, many believe it is important to ensure that the

basic computational skills are mastered prior to moving on to the concepts/application skills.

Research has shown PALS can be beneficial to helping move this process along, especially for

students with disabilities.

__________________________
28
Bowman-Perrot, L., Davis H., Vannest, K, Williams,L., Greenwood, C.,Parker, R. Academic Benefits of

Peer Tutoring: A meta- Analytic Review of Single – Case Research. School Psychology Review, v42 n1 pp. 39-

55,2013.
29
Calhoon, M. & Fuchs, L. The effects of peer- assisted learning strategies and curriculum based

measurement on the mathematics performance of secondary students with disabilities. Remedial and Special

Edication, 24 (4), 235-24,2003.

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An excellent study by Annis 30 compared three groups of students: One that merely read

the material to be studied, one that read the material in the expectation of having to teach it to a

peer, and a third that read the material with the expectation of teaching it to a peer and then actually

carried this out. Allocation to conditions was random. A 48-item test of both specific and general

competence was the outcome measure. The read-only group gained less than the read-to-teach

group, which in turn gained less than the read-and-teach group. The tutors gained more than the

tutees.

In the findings of a study of Comfort and McMahon31, it was revealed that peer tutoring is

an influential method that fosters the academic success of students and the data results of the study

indicated that students and the data results of the study indicated that students with peer sessions

had achieved higher grades than those who did not experience it.

______________________________

30
Annis, L. F. The processes and effects of peer tutoring Human Learning, 2(1),39-47,1983.

31
Comfort, P and McMahon J.J.The effect of peer tutoring on academic achievement. Directorate of Sport,

Exeercise and Phisiotheraphy, University of Salford, Salford UK,2014.

 21

Local
The study made by San Antonio32 on the effects of peer tutoring on the grammar

proficiency of students found out that students who are peer tutored achieved a statistically

significant higher grammar proficiency level than those who are not subjected to it.

In line with the above studies, Talaboc 33 findings showed that the achievement level of the

group where peer teaching was used, significantly higher than the class using traditional lecture

demonstration technique. Better students interaction was also observed in experimental classes

who used peer teaching although it took a longer time for a students to complete the lesson., the

result also shows that peer teaching is effective in Science and technology IV lessons such as the

ones selected for the study where the activities are time bound and where the topics are interesting

because they deal with natural phenomena that can be observed in nature.

34
Arsenio conducted a study to explore the effectiveness of a proposed participatory

education program on secondary student to tutor elementary pupils. Findings revealed a significant

improvement on the achievement and attitude of the tutees as well as the peer tutors in terms of

self-concept, social skills and achievement.

_________________________________

32
San Antonio, D. M. Effects of peer tutoring on the grammar proficiency level of third year students in

Pamukid High School,1994.

33
Talaboc, M. M. (1999) Students peer teaching activities and their effects in achievement on Science and

Technology IV,1999.

34
Arsenio, R.S. Cross level tutoring in Mathematics, a Filipino affective-cognitive intervention modality,

1999.
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Pajares35 revealed that self- efficacy beliefs may influence student’s mathematics

achievement in a variety of ways. They allow individuals to divide how much effort they should

work on a task, how long they should spend on the task when they face with difficulties and how

resilient they should be when experiencing difficult situations.

Cruz 36 study sought in evaluate the tutorial program in Mathematics. One of the objectives

of the mathematics tutoring program is to help incoming freshmen students cope with their studies

especially those students with poor mathematics background and to develop students’

mathematical skills, and strengthens the students’ foundation in mathematics. The study showed

minimal increased in the grades of the tutees after attending a tutoring program. In addition, better

understanding on some of the mathematical concepts is gained by tutees. However, it is observed

that excellence is not achieved because of some hindrance like no proper coordination among the

Deparment chair and faculty members, insufficient equipment and teaching materials for the

tutoring sessions, insufficient time allotted for the tutoring sessions to accomplish assigned task,

and unsatisfactory information and promotion campaign strategies.

Dimabuyu37 on his qualitative analysis revealed that cooperative learning enhanced

students’ abilty to communicate mathematical ideas and developed students’ skill in formulating

mathematics problem better that the traditional method.

__________________________________

35
Pajares, F. Gender and perceived self- efficacy in Self Regulated Learning Theory Into Practice,

41(2),116-125, 2002.
36
Cruz, C.C. An evaluation of the tutorial program in Mathematics of the Technological Institute of the

Philippines, Cubao, Quezon City,2006.

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37
Dimabuyu, P.Y.Effects of cooperative learning on Mathematics problem solving ability and attitudes of

high school freshmen, 2001.

Zara 38 implied that the achievement level of the respondents had improved because of the

close monitoring of teacher to student ( tutor) and student (tutor) to student (tutee) instructions

during the teaching- learning process. The students were more encouraged to study and answer

challenging activities which helped develop their critical and analytical skills. The integration of

peer tutoring was proven to be effective in enhancing the achievement level of the students in

mathematics. Peer tutoring helped the students develop their attitudes toward mathematics as well

as they learned to enjoy the subject with their classmates.

The study of Estella C. Itaas 39 revealed that the achievement of students with peer teaching

and without peer teaching is significantly different in favour of peer tutoring. Anxiety and attitude

of students also were significantly different when the subjects were grouped with peer teaching

and without peer teaching. Finally, both anxiety and attitude towards the subject greatly influence

the achievement of students on inferential statistics. Anxiety towards inferential course was

reduced if not totally eliminated while the attitude of students was greatly influence the

achievement of students. Peer teaching occurs when students ( e.g., peers) teach and learn from

one another. Students are quite comfortable learning with the peer teacher.

____________________________________

38
Zara, M.S.The Effect of Peer Tutoring on Students’ Achievement and Attitude Towards Mathematics, pp

53-54, 2012

39
Itaas, E.C. (2008). Effects of peer tutoring on Students’ Achievement in Mathematics. Bukidnon, State

University, Malaybalay City, Bukidnon, Philippines, 2008. Accessed :10/22/2018 from https://ejournals.ph
 24

Seno40 on his thesis elaborated on cooperative learning and individualized instruction to

address problems arising from mixed- ability classes, in general, and in large, heterogenous classes

particularly in language. Peer tutoring, a widely recommended aspect of cooperative learning, is

used as a treatment in Speech 4. The result, using Anova and t- test statistical treatment, indicated

that instruction in all groups is effective. Entry levels within the ‘poor’ and ‘failed’ scale jumped

to either ‘fair’ or ‘good’ the experimental group has an advantage over the control group except

in Fricatives (one of the lesson selected by the author) and the tutors have an advantage over the

tutees, as well.

Calipjo41 has drawn the following conclusions based on his statistical analyses and

qualitative data collected: 1) Peers facilitation with trained leaders improves students’ perception

of the learning environment. 2.) Peer facilitations with trained leaders effects lower anxiety level.

3.) Peer facilitations with trained leaders effects better conceptual understanding. 4.) Students’

perception of the learning environment is significantly and positively correlated with conceptual

understanding. 5.) Students’ perception of the learning of environment is significantly and

negatively correlated with anxiety level. 6.) Anxiety level significantly and negatively correlated

with conceptual; understanding. 7.) The trained leaders are more concerned and supportive of their

members and they have better temper than the untrained leaders.

_____________________________

40
Seno, E.R. Peer Tutoring as a solution to class heterogeneity in speech classes at the University of San

Carlos, Cebu City,1998.

41
Calipjo, A. M.( 2006). Peer facilitation type, learning environment, anxiety level, conceptual

understanding in Biology,2006.
 25

Lagasca42 has a similar results of his study made about peer tutoring. He concluded that

cooperative learning strategy is successful in enhancing the students’ achievement of students who

are exposed to the cooperative learning strategy.

Abalayan43 found out that there is no significant difference between the performance of the

control group who used developmental method and the experimental group who used peer tutoring

along with the computation , comprehension and application skills based on the pre –test mean

scores while post-test results revealed no significant difference between the two groups except

in comprehension skill indications that both the peer tutoring approach and developmental method

have similar effects to student performance. Furthermore, majority of the students’ mental, social

and emotional aspects in experimental group are developed, whereas a majority of the students in

the control group are moderately developed with regard to the same aspects.

____________________________
42
Lagasca, N.R. (1994). The effect of cooperative learning strategy of Mathematics achievement of freshmen

students on Collegio de Santa Isabel

43
Abalayan, J.P.S (2006) . Peer tutoring: Its effectiveness in the teaching of Elementary Algebra
 26

Chapter 3

RESEARCH METHODOLOGY AND PROCEDURE

This chapter presents the brief discussion of the Research Method used, research

instrument, research locale/ setting of the study, procedure in gathering data, and the statistical

treatment of data.

Research Design

To determine the effect of peer-assisted learning strategy in teaching and learning

Mathematics , the researcher will used the one –shot experiment design in the study using pre-test

and post-test design . One- shot experiment design as defined is a type of pre- experimental design

where a single group of test units is exposed to an experiment treatment and a single measurement

is taken afterwards. It only measures the post -test results and does not use a control group. It is

applicable in the study because there is only one section in Grades 4 to 6. The effectiveness of the

peer assisted interaction depends in the performance of the Grades 4 to 6 pupils in their pre-test

and post test scores, and their attitudes towards mathematics before and after the conduct of

intervention and experiment using the mathematics inventory scale.

Selection and Description of Respondents

There is only one Grades 4, 5 and 6 section in Balla Elementary School which are

heterogeneously grouped upon enrolment. The grade 4 pupils composed of 13 pupils with 6 males

and 7 females, Grade 5 has 8 males and 8 females, and Grade 6 composed of 6 males and 6 females.
 27

Table 1 presents the distribution of respondents by grade and gender

Table 1

Breakdown of Respondents

Grade Number Total

Male Female

Grade 4 6 7 13

Grade 5 8 8 16

Grade 6 6 6 12

Total 20 21 41

Data Gathering Instrument

This research study will make use of the following data gathering instruments:

Pre and Post Achievement test. This is the researcher –made examination test that is composed

of 30 items multiple choice. The test will be presented to some mathematics teachers in Ilagan

North District – Cluster 6 for contents checking, editing and to get valuable comments and

suggestions in order to improve the contents. The contents of the achievement will be based on the

selected topics in the textbooks prescribed for Grades 4, 5 and 6 pupils. It includes the topics in

Lines and Plane Figures, Number Patterns and Equations, and Measurement (Grade 4), Geometry

and Patterns and algebra ( Grade 5 and 6), The researcher will be guided by a table of specification

for the test items based on competencies of the K-12 curriculum specifically the textbook for

grades 4 to 6 pupils.
 28

Questionnaire. Mathematics Attitude Scale Test. This will be used to determine the

attitudes of Grades 4 to 6 pupils of Balla Elementary School before and after the conduct of the

study. This was adopted from the questionnaire used by Dr. Milagros D. Ibe45 of University of the

Philippines . The attitude inventory scale is composed of 30 items for which 16 items are positive

( 1,2,3,6,10,11,13,15, 17,18,20m21,23,24,25, and 27) and 14 items are negative

(4,5,7,8,9,12,14,16,19,22,26,28,29, and 30.) .Each statement will rated using the five point scale

from which the respondents indicate their agreement or disagreement. The following categories

that corresponds to the five point scale are

5 - strongly agree

4 - agree

3 - somewhat agree

2 - disagree

1 - strongly disagree

Data Gathering Procedure

Permission to conduct will be requested from the school head of Balla Elementary School,

City of Ilagan to gather the needed data for the study. Hence, the researcher is one of the teaching

staff of the school where he is about to conduct the study.

Pre achievement test and pre-mathematics attitude towards mathematics using

mathematics inventory scale will be administered to the Grades 4 to 6 pupils before the start of the

___________________________
45
Dr. Milagros D. Ibe : Mathematics Educator, University of the Philippines, Quezon City.
 29

the study to determine their achievement level, knowledge in the subject each chapter and their

attitudes towards mathematics before the start of intervention/study.

The treatment for the Grades 4 to 6 pupils will be done by using Peer assisted-Assisted

Learning Strategy. The respondents who acted as tutor, were carefully selected using their ratings

in the second grading period for school year 2018-2019.

Before exposing the Grades 4 to 6 pupils in Peer- Assisted Learning Strategy in topics

selected from the textbooks, pre-test will be administered to them to determine their learning in

mathematics.

At end of the study, a post achievement test and post-mathematics attitude using

mathematics inventory scale will be again administered to the Grades 4 to 6 pupils to measure their

achievement levels and to determine if there is a change in their attitudes towards mathematics

after they were exposed in peer- assisted learning strategy.

Statistical Tools

The following statistical tools will be used in the analysis of data collected.

Frequency and Percentage Distribution. It is used to categorize the scores in the pre and post

test of the pupils, their academic performance in Mathematics and their attitude towards

Mathematics before and after the integration of the peer- assisted learning strategy.

Weighted Mean. The weighted mean score of the individual subjects’ attitude towards

mathematics will be computed using he weighted mean formula.

WM = W
N
Where: WM = weighted mean score of the subject

W= sum of test item weight

N = number of test item

 30

t-test. This will be used to determine if there is difference between the pre-test and post- test scores

and pre-achievement and post-achievement performance and the attitudes towards Mathematics of

the Grades 4 to 6 pupils before and after they are exposed in Peer -Assisted Learning Strategy.

Data Analysis Procedure

Based on the over-all weighted mean score in the mathematics inventory test, the over-all

attitude of the two groups is established using the following scale:

Weighted Mean Score Level Arbitrary Level

4.20-5.00 Highly Positive

3.60-4.19 Positive

2.60-3.59 Neutral

1.80-2.59 Negative

1.00-1.79 Highly Negative

To analyze and interpret the scores of the pupils before and after the integration of the peer

assisted learning strategy, the following intervals with their qualitative description will be used.

Interval Qualitative Description

23-30 Above Average

15-22 Average

7-14 Below Average

6 and below Low