The Effects of Peer Tutoring on the Mathematical Performance and Attitudes of the Grade ViII Students of Lecheria National High School, Calamba City

Abstract

INTRODUCTION

Peer tutoring is a beneficial way for students to learn from each other in the classroom. While one student may excel in math, another student may be top-notch in English. Both students can benefit from peer tutoring. The tutor can develop social skills and a sense of responsibility. Tutoring can help extend a tutor's own knowledge. While the student learns the academic skill they were lacking, they also develop better interpersonal skills. This type of tutoring is successful because students teach other students how they understand the skill or concept. They speak a similar language and convey the information in a manner each understands.

METHODS

A quantitative approach utilizing a pretest-posttest control group quasi-experimental design was adopted for the research. This design was chosen due to the existence of naturally assembled classes for which random assignments to the experimental and control groups could not be applied. Attempts were made however to match the characteristics of the experimental and control groups as closely as possible to minimize differences that existed between them. This method allowed the researcher to measure the impact of the treatment on the mathematical performance and attitudes of the experimental group by assessing the degree of change in their academic performance, when compared to the mathematical performance and attitudes of the control group, who will be receiving conventional instruction.

RESULTS

1. The Mathematics performance of the students is homogenous at 79.66 and no significant difference between their Pre-test and post-test respectively.

2. The Peer Tutoring Method has a significant relationship with the Mathematics Performance of the Respondents.

3. The Mathematics Performance and the Attitudes of the Respondents has a significant relationship.

4. In this particular study, students have positive attitude towards mathematics

5. The Mathematics Performance has no significant difference when grouped according to profile

DISCUSSIONS

1. These findings could serve as a basis for the improvement of basic education in the early levels of learning.

2. The administrators and teachers should come across into the prevailing application that affects the students' mathematics performance and a positive attitude with a more intensive implementation and supervision of the method of Peer-Tutoring.

3. Parallel studies with the inclusion of predictors such as non-intellective and intellective variables should be conducted.