Making Sense of Integer Operations through Peer Tutoring

Abstract

INTRODUCTION

Mathematics is one of the subjects in the school curriculum which is directly related to our daily life. However, there are still many students who find this subject difficult. Thus, there are competencies which are least mastered. Among these least mastered competencies are performing integer operations and solving word problems involving integers. Since the present Philippine Mathematics curriculum is spiral, non-mastery of these competencies will have a negative effect in terms of learning other contents which requires these competencies as pre-requisites. In this study, the researcher explored the use of structured peer tutoring program as an attempt to enhance the proficiency level of Grade 7 learners in a public school in the Philippines.

METHODS

The mixed methods research design was used in the study. Specifically, the one-group pre-test-post-test pre-experimental design was employed wherein respondents were evaluated before and after the treatment. Forty (16 tutors, 24 tutees) Grade 7 learners were purposively selected as samples of the study who accomplished the research instruments such as pre-test and post-test, attitude scales, and written journals. The structured peer tutoring sessions made use of the researcher-made worksheets which were given to the tutees while the tutors checked the tutees' answer sheets and gave feedback on the errors committed by the tutees.

RESULTS

Findings revealed that both the tutors' and the tutees' proficiency level on performing operations on integers and on solving word problems involving integers increased significantly. After a month-long implementation of the intervention program, tutors became "proficient" on both competencies while the tutees became "proficient" on performing operations on integers while "nearly proficient" on solving word problems involving integers. Tutors' and tutee's journals revealed that structured peer tutoring intervention (a) provides an avenue for tutees to supplement their knowledge; (b) developed tutors' sense of accountability of their tutees' learnings; (c) promoted friendship between tutors and tutees; and (d) develops confidence among tutors and tutees in performing operations on integers and in solving word problems involving integers.

DISCUSSIONS

Mathematics teachers may use structured peer tutoring as an intervention program to address the least mastered competencies in the subject. Other teachers may also explore the use of a similar program in their respective subject area.