The Use of PALS (Peer Assisted Learning Strategy) to Improve the Monthly Test Results in Mathematics of Grade 10 Students of ANHS Annex for SY 2016-2017

Abstract

INTRODUCTION

The researcher noticed a disturbing trend in the classroom where the students are too reliant on teachers. The researcher observes that when students work with a partner, they had someone else to ask for help. The researcher decided to use the idea of students working with partners. The purpose of this study is to determine if using PALS will improve the performance of students in Mathematics. Peer tutoring has been shown to be highly effective in enhancing both tutor and tutee achievements. This is an instructional method that uses pairings of high-performing students to tutor lower-performing students under the supervision of a teacher.

METHODS

The following methods were used: Identify and orient potential student tutors. Implement PALS. Reinforce Peer Tutored Groups. Supervise and Monitor tutors and tutees. Record monthly test results. Evaluate. The respondents were the ANHS Annex: 52 Grade 10-Gemini students (26 pairs). After checking their first and second monthly tests, the researcher created the mentoring pairs. I grouped the class into two, where the first group was students who could easily understand the lesson and they were the "tutors.” The second group would be the so-called "slow learners.”

RESULTS

After implementing the strategy for two topics, two monthly tests were administered. The scores were recorded. The students were still placed with the same peer tutors. A baseline was set to observe and compare the results. The criterion for evaluating a student's performance included not only their scores from the tests but also their active participation during board work and discussion. In the first long test when there was no peer assistance. There were many students who got a score below 25. During the monthly tests administered after PALS, there was a shift in the result. The slow learners got a score higher than I expected. In the result, almost 90% of the students got 85% percent of the test. After implementing PALS, there was a difference in student performance in their monthly test. However, once the student was taught by another student, fewer students were asking me about the topic.

DISCUSSIONS

The students I assigned to be tutors also gained and improved their level of confidence. As for the tutees’ group, they really improved so well. After analyzing the result of the test before and after the implementation of PALS, I realized that this might help lessen my frustrations with my other classes. The increase of their result proved that this strategy of encouraging them to learn with the help of their peers is somewhat successful.