Peer Learning Strategy in Teaching Percentage among Grade Five Pupils in Marilag Elementary School

Abstract

INTRODUCTION

A very effective means of spreading the knowledge of Mathematics among children is through peer-learning strategy. Once a child has learned a concept from the teacher, the latter should ask the learners to explain the same to fellow students. Moreover, in the process, all the children will be able to express their doubts on the topic and clarify them through discussions in a group. Students are exposed to diverse perspectives and increase their understanding of mathematical concepts. It helps in preparing students for the "teamwork" nature of real social and employment situations.

METHODS

The descriptive method of research through the lesson plan was used in the study. There were 48 Grade 5 students who became the respondents of the study. The statistical tools applied were frequency, percentage, and ranking. No sampling method was conducted since the sample size of the respondents was small.

RESULTS

Based on the findings, peer learning strategy in teaching percentage creates an opportunity for lower functioning students to assume an integral role in a valued activity. The lesson inMathematics in which peer learning strategy applied was about percentage. The majority of the pupils have high performance in the lesson about the percentage. The proposed materials to supplement the use of peer learning strategy in teaching percentage were charts, graphs, and video clips. Teaching percentage in Grade V students using peer learning strategy has been proven to be a successful venture when it comes to improving students' academic and social cognitive skills.

DISCUSSIONS

The results demonstrate the need for students to engage in peer learning. It enables them to skills in how to teach and give critical feedback. The students learn how to engage in learning that is not strictly teacher-led and can engage more in the dialogue and topic questions to help with clarification. Peer learning can help to promote children's natural abilities in context with their learning. If kids are good at a particular subject, and enthusiastic about it, be able to teach others about that subject. Rather than an extreme focus on individual success, the emphasis becomes on how the child interacts with and relates to others. These social abilities are arguably just as important as academic abilities in the critical learning stages of life.