Improving the Numeracy Skills of Grade Six Pupils through Peer Teaching

Abstract

INTRODUCTION

This action research has been made possible through the help extended by the Department of Education (Department of Education) through the Basic Education Research Fund (BERF). The researcher had observed that teaching Mathematics is interesting to those pupils who loved numbers yet the opposite to others. Some pupils faced difficulty in solving problems involving fraction. The concepts need to continuously evolve for gradual learning. It is a must that pupils get extra help at one time or another in the educational setting; some need more than others do (Topping, Ehly 1998). The researcher comes up with the idea that pupils who have mastered a subject area or pupils having difficulty themselves in learning a skill or concept have the capacity to be a helpful tutoring resource.

METHODS

The quarterly pre-assessment was the baseline of this study. Seven low performing pupils (5 boys and 2 girls) who served as tutees were evaluated using validated answer sheets on competencies relatively focused on fractions. Seven performing pupils who served as tutors were taught ahead by the teacher-researcher with the lessons to be used in peer teaching intervention. This study was done after classroom discussions in the afternoon.

RESULTS

The researcher found out and concluded that the performance level of grade six pupils in the pre and post-test was improved. The performance level in pre-test was 24.28% and, in the post-test, it was 43.71%. There is a significant difference in the performance level in the pre-and post-test of grade six pupils after the peer teaching intervention.

DISCUSSIONS

With the intervention used in this study, the teacher-researcher proved that: a. peer teaching strategy improves the performance level of low performing pupils with teachers' encouragement to both tutors and tutees, guidance, supervision, and dedication should go with the strategy to come up with the best result; b. pupils could easily convey ideas and comprehend more with their peers, hence, peer teaching is an effective way for further understanding of the lesson; c. peer tutoring is effective in improving tutees and tutors academic achievements, they improved academically, developed self-confidence at the same time and; d. teachers should undergo intensive preparation and time management for the easy application of this intervention.