Effect of Exam Study Buddy System (ESBS) on the Fourth Quarterly Assessment Scores of Selected Grade 10 Students in Enhanced Mathematics

Abstract

INTRODUCTION

Sometimes, despite the interventions given by the teacher, there are still some students who got scores below 80% in the Quarterly Assessment. It was thought that something more must be done to help those particular students. On the other hand, there were students who consistently got scores of 90% and above in their Quarterly Assessment. In this regard, these students must be doing something right why they excel, and their help could be asked through peer tutoring.

METHODS

The study made use of Posttest-Only Design. The participants were 49 Grade 10 students out of the 56 students who got an average score of below 80% in the Quarterly Assessment for the 1st to 3rd Quarter of the School Year 2017-2018. Twenty-eight students, who got an average of 90% and above, served as tutors to their assigned peers for a week before the Fourth Quarterly Assessment. The tutor to tutee ratio is 1:2. The result of the Quarterly Assessment of the participants was obtained. The result of the QA exam of the participants was compared to 80% using the one-tailed t-test. The number of students and the percentage of students who got a score of 80% and above in the Fourth Quarterly Assessment was obtained. The average percent difference in the scores of the participants was computed, as well.

RESULTS

The percent difference of the scores from 80% was computed and had shown a +9.49% difference, or increase. The number of participants who got scores of 80% and above in the Quarterly Assessment was 83.67%. One sample t-test showed that there is a significant difference between the Scores of the Participants in the Fourth Quarterly Assessment after the ESBS and the hypothetical value of 80%.

DISCUSSIONS

This study showed that peer tutoring could be of help to their fellow classmates to improve their QA exam scores. The main benefits of peer teaching include the following: students receive more time for individualized learning; students feel more comfortable and open when interacting with a peer; and peers and students share a similar language, allowing for greater understanding. The above benefits could also be the reason why the scores of the participants have improved (Briggs, 2013). ESBS could be an effective tool to help students who struggle with Math Exams in CNSHS. It is recommended that a descriptive type of this study be done to find the effect of ESBS behaviorally on both the tutors and tutees.