Effectiveness of Peer Teaching Approach in Pre-Calculus

Abstract

INTRODUCTION

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, seat works, and other activities. The class obtained a mean grade of 78.76 in the first quarter term.

This research aimed to determine the effectiveness of peer teaching approach in improving the level of performance of Grade 11-STEM Fleming students in Pre-Calculus.

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 using 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.