Peer Instruction in Mathematics on Pupil's Outcomes: Inputs for Development of a Computer-Based Class-Wide Peer Tutoring

Abstract

INTRODUCTION

Peer tutoring is an instructional strategy that consists of pairing students together to learn or practice an academic task. This study focuses on the pairs of students that can be of the same or differing ability and/or age range.

METHODS

This study used a descriptive type of research. The set of questionnaires was used as the main instrument in gathering data. The study employed the frequency and percentage, weighted mean, and z-test formula. The respondents of the study included 10 teachers and 150 grade 5 pupils at San Pedro Elementary School. The respondents were chosen as they had been exposed to peer tutoring.

RESULTS

As a result of this study, the hypothesis was rejected and concluded that there was a significant difference in the academic performance of the pupils before and after the use of peer tutoring since the computed t-value of 3.12 was greater than the tabular t-value of 1.645.

DISCUSSIONS

Peer tutoring is one of the well-studied strategies in Mathematics Instruction. The successful introduction of peer tutoring in class requires detailed planning, careful monitoring and continuous provision of support to the young tutors. Design activities that will allow peer tutors to support their tutees. It is very crucial not to leave the young peer tutors completely on their own to deal with their teammates. Try to involve pupils in open activities utilizing the school resources such as books and tools, laboratory equipment and ICT infrastructure. The teacher needs to read the lectures on computers in each group. As much as possible in front of the class, the teacher needs to have her computer that is networked connected to all the computer in the class.