Effectiveness of Peer Teaching Approach in Improving the Performance of Grade 11 -Stem Fleming Students in Pre-Calculus

Authors

  • Leah Olua

Keywords:

effectiveness, peer teaching, performance

Abstract

Introduction

Pre-Calculus is a specialized subject of senior high school students in Science, Technology, Engineering and Mathematics (STEM) strand. With the four sections of STEM in Grade 11, many of the students from STEM -Fleming class are not performing well in Pre-Calculus. Some even miss simple plotting of points and fundamental arithmetic operations. This is shown in their low scores in quizzes, seatworks, and other activities. The class obtained a mean grade of 78.76 in the first quarter term while the three other sections got mean grades of 85 and higher.

This research aimed to determine the effectiveness of the peer-teaching approach in improving the performance of 19 Grade 11-STEM Fleming students in Pre-Calculus who belong to the lower half of the class.

 

Methods

The participants of this study were the 38 students of Grade 11 STEM-Fleming. The descriptive comparative method of research was used to determine whether the peer teaching approach in Pre-Calculus is effective. The results of the test before and after using the peer teaching approach were compared and evaluated if there is a significant difference in the level of performance of students

 

Results

The result showed that students who belonged to the lower half of the class obtained a mean score of 62 (beginning level) before using the peer teaching approach and a mean score of 78.89(developing level) after applying the said approach. The result indicated an increased level of performance of students after applying the peer teaching approach.

 

Discussions

There is a significant difference in the level of performance of students before and after using the peer teaching approach. This could be interpreted to mean that the peer teaching approach is effective.

Published

2019-12-18