Journal of Multidisciplinary Studies Vol. 4, No. 1, pp.
168-185, August 2015
Journal of Multidisciplinary Studies Vol. 4 No. 1, pp. 168-185, August 2015
ISSN 2350-7020 (Print)
ISSN 2350-7020 (Print)
ISSN 2362-9436 (Online)
ISSN 2362-9436 (Online)
doi: http://dx.doi.org/10.7828/jmds.v4i1.850
doi: http://dx.doi.org/10.7828/jmds.v4i1.850
Using Peer Mentoring-Buddy System as an Intervention
Strategy to Enhance Science Research Skills
Hazel R. Balan
Gingoog City Comprehensive National High School, Gingoog City,
Misamis Oriental, Philippines
Corresponding author: Hazel R. Balan, email:
[email protected] Abstract
Students have difficulties in conducting science research. In an attempt to
enhance students’ interests and skills in conducting science investigatory
projects, this study designed and used the peer mentoring-buddy system as an
intervention strategy to address the identified needs of students concerning
their research skills. This paper also determined the effectiveness of the system
and examined if there is a significant difference in the perceptions of both
genders. This study also determined the percentage of project completion
among students provided with the peer-mentoring. The descriptive action
research design was used. The validated Students’ Needs Assessment Survey
Instrument was distributed to a total of randomly selected 45 junior high school
students (28 female and 17 male) of Gingoog City Comprehensive National
High School, Philippines. The researcher developed and implemented the peer
mentoring-buddy system from June 2013 to February 2014 to address the
identified research needs. The system was evaluated in the month of March
using the validated Peer Mentoring Survey Questionnaire. The weighted mean,
percentage, and t-test were the statistical tools used. Results of the study
revealed that using the system was very effective in addressing the high level
of student needs regarding their research skills. The female students have better
perception regarding the effectiveness of the system than male students
(p<0.05). Despite the differences in the perceptions of both genders, the system
was found to be very effective since all proponents finished their studies and
some projects won in the science fair competitions at regional and national
level.
Keywords: competitions, effectiveness, perceptions, projects, studies
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Journal of Multidisciplinary Studies Vol. 4 No. 1, pp. 168-185, August 2015
Introduction
One of the engagements that students do to explore and
explain science concepts is through science investigatory projects.
These hands-on and minds-on activities provide students with practical
experience in applying the scientific method that helps stimulate their
interest in scientific inquiry. The conduct of investigatory projects
is regarded as an inquiry-based learning of the scientific method
(Jugar, 2013). As Novak (2002) stressed, a better understanding of the
scientific concepts means to engage actively in meaningful learning,
to seek how new concepts can relate to prior knowledge, and use new
conceptual understanding to explain experiences encountered.
Through the Bureau of Science Education (BSE), the
Department of Education (DepEd) spearheads the annual conduct of
Science and Technology Fair (STF) celebration through Science
Investigatory Project (SIP) competition from the particular local school
setting to the national level. The STF aims to promote science and
technology consciousness among young students through actual
conduct, exhibit, oral presentation and defense of science investigatory
research projects. Ultimately, it seeks to identify the most creative or
innovative work. The activity also selects the best science researchers
who will represent the country in the Intel International Science and
Engineering Fair (Department of Education, 2012).
Gingoog City Comprehensive National High School (GCCNHS)
offers a science class under the Science, Technology and Engineering
Program (STEP). As such, the students are required to engage in science
investigatory projects. Students have the opportunity to expose
themselves to the rudiments of conducting science research, writing
research reports, and preparing for congress in science fair competitions
(Department of Education, 2010).
However, the study of Balan (2013) revealed that both third-year
students and fourth-year students of GCCNHS under the STEP need
sufficient research skills, resources, and positive attitude towards the
conduct of science investigatory projects. The preceding, therefore,
presents that most of the students have difficulties in doing science
investigatory project.
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Using Peer Mentoring-Buddy System as an Intervention H. R. Balan
Strategy to Enhance Science Research Skills
Peer mentoring or buddy system is shown to support
effective learning (Bojuwoye et al., 2014). The approach uses older
students to teach their younger counterparts. A more qualified student
plays as the peer mentor to the new student (Bozeman & Feeney, 2007).
This system has achieved remarkable results in schools and has a
positive effect on both parties (Grossman & Tierney, 1998).
Peer mentoring model adds value to existing support in high schools
(Brady et al., 2014).
Mentoring is an intervention that has been proven
highly efficient and has become popular in recent years (Crosby, 2003;
Karcher et al., 2005). In the study of Rhodes (2001), mentoring
relationships have a positive influence on a broad range of outcomes that
include improvements in peer relationships, academic achievements, and
self-concept. The results of mentoring include lower recidivism rates
among juvenile delinquents and reductions in substance abuse
(Davidson et al., 1998). Furthermore, mentoring has been shown to help
students achieve better grades, establish attainable goals, and enhance
their self-esteem when partnered with caring and supportive mentors
(Clasen & Clasen, 1997; Flaxman, 1988; Johnson, 2007; Smink, 1990).
In the Philippines, the study of Saygo (2005) at
Pangasinan State University-Bayambang Campus showed that
the students encountered moderate difficulty regarding research skills,
economic resources, and time management. They also encountered
difficulty concerning human resources. Thus, more information and
activities for the students will broaden their knowledge regarding
conducting an investigatory project. In an action research conducted at
Pedro Guevara Memorial National High School, Santa Cruz, Laguna,
results revealed that the use of science investigatory projects enhanced
students’ performance in research (Tobias, 2006). However, Tan (2012)
of National Institute for Science and Mathematics Education
Development (NISMED), University of the Philippines presented some
deficiencies in conducting students’ science investigations.
In an attempt to enhance students’ interests and skills
in conducting science investigatory projects, this study designed and
used the peer mentoring-buddy system as an intervention strategy to
address the identified needs of students concerning their research skills.
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Using Peer Mentoring-Buddy System as an Intervention H. R. Balan
Strategy to Enhance Science Research Skills
Journal of Multidisciplinary Studies Vol. 4 No. 1, pp. 168-185, August 2015
This paper also determined the effectiveness of the system and examined
if there is a significant difference in the perceptions of both genders.
Moreover, the study determined the percentage of project completion
among students provided with the peer-mentoring. The effectiveness and
success of the mentoring-buddy system would serve as the basis for
school’s continuous improvement plan to strengthen the implementation
of STEP. The outcome of this study can provide a mechanism to
enhance the research skills of students doing investigatory projects in
other grade levels.
Materials and Methods
Research design
The study used the descriptive action research design. The needs
of the students concerning their research skills of conducting science
investigatory projects were identified, and the mentoring-buddy system
intervention strategy was used to address these needs. The descriptive
design also determined the perceptions of students regarding the
effectiveness of the peer mentoring-buddy system used in this study.
Respondents of the study
The respondents of the study were 45 junior high school students
(28 female and 17 male) enrolled at GCCNHS during the school year
2013-2014. Among the respondents, 36 were Grade 10 students under
the STEP, five students from Grade 8 and four from Grade 7.
Sampling design
Simple random sampling was used in selecting the respondents
from the target group. Students who were tasked to conduct science
investigatory projects for science fair competitions were the target
group. The course required these students to complete the projects.
The sample size was determined using the Sloven’s formula
(Olatunde & Joshua, 2012) with 95% level of confidence.
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Using Peer Mentoring-Buddy System as an Intervention H. R. Balan
Strategy to Enhance Science Research Skills
Intervention
The researcher designed and used the peer mentoring-buddy
system as an intervention strategy to address the identified needs of
students concerning their research skills in conducting science
investigatory projects. Peer mentors were students who have some
experiences in doing science investigatory projects and have joined
science fair competitions at least at the regional level. The peer mentors
received training to achieve the required knowledge and skills in
conducting science research projects. Ten mentors were selected for the
study. Both mentors and mentees answered the survey questionnaire.
The mentees or buddies had several mentors that guide them
throughout the conduct and completion of the study. The mentors were
responsible for the checking and improvement of the manuscript before
submission for final corrections and approval of the teacher or project
adviser. The mentees also shared ideas and helped other mentees or
buddies.
The mentors required the mentees to meet them at least
30 minutes daily or three hours every week after school hours or any
time convenient to them. The mentees had to fill in the logbook and
mentoring slip for the mentors to monitor the progress of the study.
Figure 1 is the flow diagram of the mentoring-buddy system.
Teacher Student- Mentees
Mentor -buddies
Advising Mentoring
Approval
Figure 1. Flow diagram of the mentoring-buddy system.
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Using Peer Mentoring-Buddy System as an Intervention H. R. Balan
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Research instruments
Two survey instruments were developed for the study.
The first instrument was the Students’ Needs Assessment Survey
(SNAS) and the other was the Peer Mentoring Survey Questionnaire.
The results of the pre-assessment or analysis conducted with some
students, a science teacher, and a research project adviser were the bases
in framing the items in the instruments. The survey questionnaires
consisted of 10 Likert-type items.
The science education program specialist, science department
head, science research paper adviser, research expert and Math teacher
validated the instruments. They examined the appropriateness of the
questionnaires by using an expert judgment form. The students also
verified the clarity of the terms.
The researcher subsequently conducted the pilot test using the
test-retest method on a sample of 20 students of GCCNHS to establish
the reliability of the instruments. The calculated Cronbach’s alpha
values of 0.82 for SNAS and 0.84 for peer mentoring survey
questionnaire are closer to 1.0 which suggest that the items in the
instruments are reliable. Fraenkel and Wallen (1996) suggested that
reliability should be at least 0.70 and preferably higher as a useful rule
of thumb for research purposes.
Data gathering procedures
The permission from the Science Area Department Head and
School principal to carry out the study in the school was obtained.
Before the distribution of the survey questionnaires, the nature and
purpose of the study were discussed with the students. The researcher
also informed the students that they could raise questions in case of
uncertainties and misconceptions. The respondents accomplished the
survey questionnaires on a four-point Likert scale. The respondents
were reminded to check their answer for each item to keep off from
missing data. The accomplished questionnaires were retrieved and
sorted in a different envelope for each class.
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Using Peer Mentoring-Buddy System as an Intervention H. R. Balan
Strategy to Enhance Science Research Skills
Scoring and quantification of data
The four-point scale with the range below was the basis for the
score of each response (Sclove, 2001):
A. Students’ Needs Assessment Survey (SNAS)
Scale Mean Range Verbal Description Interpretation
4 3.50 - 4.00 Very much a need Very high
3 2.50 - 3.49 Moderately a need High
2 1.50 - 2.49 Slightly a need Low
1 1.00 - 1.49 Not a need Very low
B. Peer Mentoring Survey Questionnaire
Scale Mean Range Verbal Description Interpretation
4 3.50 - 4.00 Strongly Agree Very effective
3 2.50 - 3.49 Agree Moderately effective
2 1.50 - 2.49 Disagree Less effective
1 1.00 - 1.49 Strongly Disagree Not effective
Statistical treatments
The data were compiled, sorted out, organized and tabulated
for statistical treatments to facilitate the presentation, analysis,
and interpretation. The statistics used includes the weighted mean,
t-test, and percentage.
Results and Discussion
Table 1 revealed the level of students’ needs concerning
their research skills of conducting science investigatory projects.
The level of needs was very high in all the indicators assessed, and the
responses of the students were similar. The result implies that the
respondents perceived that their research skills are indispensable in
doing research work.
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Table 1. The level of student’s needs concerning the research skills of
conducting science investigatory projects.
Indicators Weighted Verbal Interpretation
mean Description
As a student investigator
1. I should know how to identify problems 3.86 Very much Very high
for the study. a need
2. I should know how to formulate 3.75 Very much Very high
objectives and hypotheses. a need
3. I should know how to identify 3.89 Very much Very high
independent and dependent variables. a need
4. I should know how to state background 3.83 Very much Very high
of the study. a need
5. I should know how to relate 3.78 Very much Very high
significance/importance of the study. a need
6. I should know how to design appropriate 3.83 Very much Very high
method/procedure for the study. a need
7. I should know the appropriate 3.92 Very much Very high
parameter/variables in collecting data. a need
8. I should know the correct ways of 3.75 Very much Very high
collecting data with accuracy and use of a need
precise instruments.
9. I should know how to present data in 3.72 Very much Very high
tables/graphics. a need
10. I should know how to analyze data and 3.86 Very much Very high
to draw out conclusion. a need
Overall Weighted Mean 3.82 Very much Very high
a need
Coefficient of variation (CV) 1.74%
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Using Peer Mentoring-Buddy System as an Intervention H. R. Balan
Strategy to Enhance Science Research Skills
The highest weighted mean obtained was on the use
of appropriate parameters or variables in collecting data by
fourth-year students. As noted, they have difficulty in finding
appropriate parameters and standard measurements. For instance,
the students manifested the difficulty in a study on the formulation and
evaluation of the effectiveness of soap from a certain plant extract.
They have much difficulty to test how effective the soap is, which may
include physical, chemical and microbiological tests.
Identifying the independent and dependent variables followed
next regarding their level of needs as seen in the value of weighted mean
obtained. Formulating problems for the study, analyzing data, and
drawing out conclusion were among the top three as to the level of needs
regarding their research skills.
Nevertheless, students do not have much difficulty in presenting
data in tables or graphics as this indicator obtained the lowest weighted
mean. The overall finding of this study regarding the level of students’
needs in research confirms the study of Tan (2012) of UP NISMED,
Philippines.
Figure 2 presents the peer mentoring-buddy system design.
The Gantt chart shows the peer mentoring intervention process.
The mentoring started with planning with mentors and preparation of all
materials needed. Needs assessment and orientation with student
mentors and mentees took place at the first meeting in the month
of June. The roles and tasks were assigned to the mentors and mentees.
The implementation proper of the peer-mentoring system started in the
month of June until February. The evaluation of the system that aimed to
assess the effectiveness of the peer mentoring-buddy system in doing
science investigatory projects was conducted in the month of March.
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Phase Months of Implementation (2013-2014)
May Jun Jul Aug Sept Oct Nov Dec Jan Feb Mar
1. Planning and Preparation
- Mentors
2. Getting Started
- Needs Assessment
- Orientation
3. Implementation
a. Identifying Problems
b. Formulating
Hypothesis
c. Identifying Variables
d. Research Design
e. Research Plan
f. Letter and Forms
g. Writing Introduction
h. Writing Objectives,
Significance, Scope
i. Writing RRL
j. Experimentation
k. Data Processing
l. Results
m. Discussion
n. Conclusion
o. Recommendation
p. References Cited
q. Finalization of
Manuscript
r. Research Congress
4. Evaluation
Figure 2. Gantt chart of the implementation process of peer mentoring-
buddy system.
Table 2 presents the results about the effectiveness of the
mentoring-buddy system. Overall findings showed that female students
strongly agreed that the system is very effective in enhancing science
research skills while the male students admitted that the system is
moderately effective.
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Using Peer Mentoring-Buddy System as an Intervention Strategy to Enhance Science Research Skills H. R. Balan
178
Table 2. Students’ responses on the level of effectiveness of the mentoring-buddy system.
Dimensions Weighted Verbal Description Interpretation Weighted Verbal Interpretation
mean mean Description
(Female) (Male)
Mentoring-buddy system
1. stimulates your interest in doing science 3.84 Strongly Agree Very effective 3.47 Agree Moderately effective
investigatory project.
2. provides you clearer idea and 3.84 Strongly Agree Very effective 3.76 Strongly Very effective
understanding in the conduct of science Agree
investigatory project.
3. enhances your skills in conducting 3.73 Strongly Agree Very effective 3.29 Agree Moderately effective
science investigatory project.
4. motivates you to finish your science 3.84 Strongly Agree Very effective 3.17 Agree Moderately effective
investigatory project.
5. helps you complete the project on time. 3.84 Strongly Agree Very effective 3.29 Agree Moderately effective
6. provides you support and help in solving 3.94 Strongly Agree Very effective 3.47 Agree Moderately effective
problems in the conduct of the project.
7. helps you establish good rapport and 3.84 Strongly Agree Very effective 3.29 Agree Moderately effective
working relationship.
8. is a method for having a successful 3.89 Strongly Agree Very effective 3.52 Strongly Very effective
science project. Agree
9. boosts your self-esteem and confidence to 3.63 Strongly Agree Very effective 3.11 Agree Moderately effective
conduct science projects.
10. helps you display creativity, 3.42 Agree Moderately 3.11 Agree Moderately effective
Journal of Multidisciplinary Studies Vol. 4, No. 1, pp. 168-185, August 2015
resourcefulness and inventiveness. effective
Mean 3.78 Strongly Agree Very effective 3.35 Agree Moderately effective
CV 4.04% 6.17%
Using Peer Mentoring-Buddy System as an Intervention H. R. Balan
Strategy to Enhance Science Research Skills
Journal of Multidisciplinary Studies Vol. 4 No. 1, pp. 168-185, August 2015
The perceptions of the students across gender regarding
the effectiveness of the system differed in some dimensions.
Female students strongly agreed that nine of the ten dimensions of the
system were very effective and their responses are comparable.
On the other hand, the male students strongly agreed that only two
dimensions were very effective while the others were considered
moderately effective. Their responses are also comparable.
Female students believed that mentoring-buddy system is very
effective in providing support and help to students in solving a problem.
This dimension obtained the highest weighted mean. Similarly, female
students also strongly agreed that mentoring-buddy system is very
effective in stimulating students’ interest in doing science investigatory
projects. They also strongly agreed that the system was very effective in
enhancing the skills of conducting science investigatory project, and in
motivating them to finish the projects on time. The mentoring buddy
system was also very effective among female students in helping them
establish good rapport and working relationship as well as in boosting
their self-esteem and confidence. On the other hand, the results
regarding the effectiveness of these dimensions were different with the
male students who only considered them moderately effective.
Nevertheless, there was also a similarity in the perceptions of the
students across gender regarding the effectiveness of the system in two
dimensions. Both female and male students strongly agreed that
mentoring-buddy system is very effective in providing students clearer
idea and understanding in the conduct of science investigatory projects
with the male respondents giving this dimension the highest mean.
In both genders, the system was very effective in having a successful
science project.
However, in both genders, the system was only moderately
effective in helping students display their creativity, resourcefulness, and
inventiveness with the male students giving this dimension the lowest
mean. This result is in conformity with the actual observation in the
classroom setting that female students were more assertive to ask help
and assistance from mentors-buddies than male students who were
hesitant to approach and to work well with mentors. Taking into account
the gender in a mentoring relationship, boys tend to strive more than
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Using Peer Mentoring-Buddy System as an Intervention H. R. Balan
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girls for autonomy during adolescence (Bogat & Liang, 2005). On this
ground, mentors personally extended assistance and guidance to help
male students finish their projects. The ability of the mentors to reach
out to their mentees also plays a crucial role in this situation. Hence,
the training received by mentors is critical to achieving the goal of
peer-mentoring (Freire, 1997). The overall findings of this study
regarding the effectiveness of the mentoring-buddy system are
consistent with other studies (Clasen & Clasen, 1997; Flaxman, 1998;
Johnson, 2007; Smink, 1990). These studies showed that mentoring
had been shown to help the students establish attainable goals.
Mentoring also has enhanced the self-esteem of the students when
partnered with caring and supportive mentors. The results also support
the statement of Lund (2002) that the principal purpose of the mentoring
relationship is to pass on knowledge, share experience, and provide a
background for more sound judgment. The implementation of mentoring
programs as potentially successful approaches to address the needs of
at-risk middle school students was also shown in the study of Lampley
and Johnson (2010).
The t-test revealed a significant difference in the perceptions of
male and female students regarding the effectiveness of peer
mentoring-buddy system (Table 3). The perceptions of the female
students about the effectiveness of the mentoring-buddy system in doing
science investigatory project are better than the male students.
The results are similar to the study of Stark and Gray (1999).
In this study, the respondents performed well on tasks with context
drawn from biology and on written tasks assessing science skills.
The results also showed that through the mentoring-buddy system,
100% of the proponents were able to finish successfully their science
research projects (Table 4). In the study of Tenenbaum et al. (2014),
results showed that the mentorship model for secondary students
supports the development of mentee and the mentor as well and offers a
unique opportunity to integrate research in science, technology, and
mathematics (STEM) internship. The model has contributed to personal,
educational, and professional growth for near-peer mentors and
increased the interest and engagement of STEM students.
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Table 3. Test of difference between male and female respondents’
perceptions on peer-mentoring buddy system.
Groups Mean Variance Computed Critical
Value value at 0.05
Female (n=28) 38.53 4.26 4.759 2.0167
Male (n=17) 33.88 20
*Significant at 0.05
df = 43
Table 4. Percentage of completion in the conduct of science investigatory
projects.
Number of Projects Percentage of Completion
Proposed Completed
26 26 100 %
Conclusion and Recommendations
The peer mentoring-buddy system was very effective in
addressing the students’ very high need concerning their research skills
of conducting science investigatory projects. The system was
very effective as an intervention strategy to enhance the research skills
of students despite differences in perceptions of both genders.
Students’ better perceptions on the effectiveness of mentoring-buddy
system contribute much in improving knowledge and enhancing science
research skills. The use of mentoring-buddy system helped all
proponents finished their work and won some projects in the science fair
competitions at regional and national level. The peer mentoring-buddy
system is strongly recommended for use in other grade levels in science
program as well as in other subjects. There should also be more mentors
to address the needs and number of mentees.
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Using Peer Mentoring-Buddy System as an Intervention H. R. Balan
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Acknowledgment
The deepest gratitude is given to Almighty God who is the source
of all wisdom, strength, and blessings. The researcher would also
like to acknowledge Dr. Nelia S. Raganas, Mrs. Sheila Espejon,
Mrs. Luzviminda Lofranco, science teachers, and faculty members of
GCCNHS, Dr. Alith C. Corrales, Bhong, Edith, Loyd, Covenant choir,
and UCCP family, Mrs. Dolores D. Ubalde and Sir Roger for the help
and prayers. The researcher is thankful to Roel Khenory R. Balan,
Roel Nathanriel R. Balan, and Roel “Toto” M. Balan for their support and love.
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