The Influence of Peer Tutoring on the Mathematical Proficiency of Selected Grade 12

STEM Students at John Paul College Corporation

A Research Study Presented to the Faculty of Basic Education Department - Senior

High School

JOHN PAUL COLLEGE

MG ANDAYA COMPOUND
ODIONG,ROXAS ORIENTAL MINDORO

In Partial fulfillment of the Requirements for Research in Daily Life 1

Submitted by:
Fabic, Mica Geliana F.
Gelindon, Jhon Lee G.
Patulot, Angel M.

Submitted to:
Ms. Jamella Grace N. Mazo
April 2024

ACKNOWLEDGEMENT

The researchers would like to extend our overflowing gratitude and acknowledgement
to those people who served as their inspiration and becoming a part of this study.
This research could not be possible without their assistance.
To the Almighty God who gave them wisdom and strength to begin and accomplish this
research.
To their loving parents, the researchers would love to thank you with all the
gratitude combined, the persons who fully supported them mentally, emotionally and
financially.
To Ms. Jamela Grace N. Mazo who patiently check and guide their research journey,
to her undying support and encouragement to finish the papers, thank you.
To their close friends and classmates, the researchers would like to acknowledge
them for assisting and for witnessing the hard work and struggles of the
researchers have encountered along the way.
To the students and respondents who took part of this research, thank you.
DEDICATION

The researchers would like to dedicate this study to their supportive parents who
supported and encouraged the researchers in conducting this study. They provided
mental and financial support to the researchers and encouraged them when they were
feeling down during the whole process. Without their unconditional love, this
research would not have been possible.
The researchers would also like to dedicate this research paper to their research
adviser, Ms. Jamela Grace N. Mazo, who constantly guided the researchers and
provided valuable insights along the way. The researchers appreciate the support
and knowledge that she has bestowed upon them throughout this whole process.
This research is also dedicated to Jamaica Buque, Ghan Sei Vicente, Paul Hazon
Rafols, Sir Enrico G. Robles, and Ivan. They provided valuable insights and
suggestions that helped the researchers accomplish their task. They also provided
individual support and served as inspiration to keep the researchers going.
Lastly, the researchers would like to dedicate this research paper to the almighty
God, who gives them strength, security, guidance, wisdom, good health, and
willpower while conducting this research. All of these, the researchers offer to
you.
TABLE OF CONTENTS
Title Page
i
Acknowledgement
ii
Dedication
iii
Table of Contents
iv
CHAPTER I: THE PROBLEM AND ITS BACKGROUND
Introduction��������������������������......1-4
Statement of the Problem����������������������....5
Conceptual Framework�����������������.........................6-7
Theoretical Framework�����������������������.8-9
Significance of the Study�����������������������10
Scope and Delimitation of the Study������������������..11
Definition of Terms�������������������������12
CHAPTER II: REVIEW RELATED OF LITERATURE AND STUDIES
Related Literature����������������������..........13-15
Related Studies�������������������������..16-19
CHAPTER III: RESEARCH METHODOLOGY
Research Design��������������������������20
Instrumentation��������������������������..20
Data Gathering and Procedure�������������������..�.20
Respondents of the Study���������������������.�..21
Statistical Treatment of Data������������..��������....21

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Mathematics plays a crucial role in various aspects of people's lives. Its value
extends beyond the classroom and into the broader realms of science, technology,
engineering, and everyday problem-solving. Mathematics deals with the science of
structure, shape, space, quantity, change, and arrangement. From simple arithmetic
operations like addition and subtraction to complex problem-solving in fields such
as physics and engineering, mathematics provides a foundation for success in school
and daily life. Therefore, it is essential for students to develop a solid
foundation in mathematics with a comprehensive understanding of critical thinking
skills, problem-solving abilities, and conceptual understanding.
Globally, mathematics is regarded as one of the most important subjects in the
school curriculum. It is the foundation of scientific and technological knowledge
that contributes significantly toward the socioeconomic development of a nation.
In the educational context of the Philippines, mathematics plays a crucial role as
a general education subject spanning primary and higher education levels. The main
goal of mathematics education is to develop critical thinking, enhance problem-
solving skills, and foster effective communication and reasoning among learners.
Considered a skills subject, mathematics not only imparts a foundational
understanding of essential concepts but also contributes significantly to the
development of crucial life skills.
However, due to its abstract nature, intricate problem-solving analysis, logical
reasoning, and the demand for more time to understand, many students find it
difficult to excel in this particular field. Math anxiety, which refers to the
feelings of tension, apprehension, and difficulties involving mathematics, has been
linked negatively to math proficiency. It leads to the avoidance of math and
disrupts the working memory resources used to solve math problems (Ramirez et al.,
2016).
According to the 2022 Programme for International Student Assessment (PISA) results
reveal that Filipino students' performance in mathematics has shown little
improvement since 2018. With an average score of 355 points, significantly lower
than the Organization for Economic Co-operation and Development�(OECD) average of
472 points, only 16% of Filipino students reached at least level 2 proficiency in
mathematics, and there were almost no top performers. Ranking sixth to last in
mathematics globally, the Philippines continues to lag behind in mathematical
proficiency compared to other countries. While there was a narrowing gap between
high and low achievers, overall learning gains were limited, indicating persistent
challenges in mathematics education for Filipino students.
In Oriental Mindoro, multiple students have stated their dislike towards the
subject. Many teachers have also come out and said that due to the long absence
because of the pandemic, some students are not aware or do not understand how and
where a specific formula is used, causing a setback for mathematics instructors as
they try to explain formulas that are assumed that the student should be aware of
already.
At John Paul College, there has been many students that has stated that they find
mathematics o be difficult . Some have stated that they cannot understand some
lessons in mathematics as it gets more difficult.
To address the challenges faced by students in mathematics, educators strive to
create a math-friendly environment and implement effective instructional
strategies. One such strategy is peer tutoring. Peer tutoring, also referred to as
collaborative learning, is a pedagogical approach that involves students serving as
tutors and tutees. Peer tutoring provides an opportunity for students to learn and
study collaboratively, with a higher-performing student paired with a lower-
performing student to review critical academic or behavioral concepts
According to Araya and Gonzalez (2021), students exhibit a preference for seeking
assistance from their peers over teachers when faced with challenging mathematical
questions. This preference is three times more significant when students are given
the choice. Notably, students lean towards seeking help from classmates of the same
sex and those perceived as academically proficient and exchange information with
them.
There are various modes of peer tutoring, including classwide peer tutoring, cross-
age peer tutoring, and reciprocal peer tutoring.
Cross-Age Peer Tutoring (CPT) involves pairing students from different grade levels
or age groups to engage in tutoring activities. Typically, older students serve as
tutors, providing guidance and support to younger students. This mode of peer
tutoring not only enhances the academic skills of the tutees but also promotes
social interaction and mentorship between students of different age groups. The
older students develop leadership and communication skills, while the younger
students receive individualized attention and guidance from their more experienced
peers.
Class wide Peer Tutoring (CWPT) is a mode of peer tutoring where students work
together in small groups or pairs within the classroom setting. In CWPT, students
take turns being the tutor and the tutee. The tutor provides assistance, guidance,
and explanations to the tutee, helping them understand and master the subject
matter. Through this process, both the tutor and the tutee benefit. The tutor
reinforces their own knowledge by explaining concepts, while the tutee receives
personalized support and explanations from their peers.
Reciprocal Peer Tutoring (RPT) is a more specific version of class wide peer
tutoring where a pair of student take turns being both the tutor and the tutee.
This approach promotes active engagement and collaboration among students. Each
student has the opportunity to both teach and learn from their peers. By explaining
concepts to others, students reinforce their own understanding of the subject
matter. Additionally, as tutees, students benefit from receiving explanations and
feedback from their peers, fostering a deeper understanding of the material.
The exchange of knowledge between peers not only aids in understanding challenging
concepts but also promotes a collaborative learning environment. By recognizing and
accommodating students' preferences in peer selection, educators can optimize the
effectiveness of this collaborative learning approach.
While multiple researches has been documented to show the effectiveness of peer
tutoring on multiple levels, there are still research gaps such as the use of
different respondents and specifically finding out the influence of peer tutoring
on the mathematical proficiency of selected students, as most of the research about
peer tutoring involves reading, and, in Danga M.�s (2022) research, focusing on
academic performance in mathematics.
In light of the given situation, this paper aims to determine the influence of
peer tutoring on the mathematical proficiency of selected grade 12 STEM students at
John Paul college Corporation in Oriental Mindoro.

Statement of the Problem

This study aims to investigate the influence of peer tutoring on the mathematical
proficiency of selected grade 12 STEM students at John Paul College Corporation.

Specifically, it sought to find answers to the following questions;

1.Selected Grade 12 STEM strand of John Paul College Corporation in terms of;
1.1 Name
1.2 Age
1.3 Gender
2. What is the influence status of peer tutoring on the selected students from
grade 12 STEM at John Paul College Corporation in terms of ;
2.1 Cross-age peer tutoring (CPT)
2.2 Class wide Peer Tutoring (CWPT)
2.3 Reciprocal Peer Tutoring (RPT)

3.What are the influence of peer tutoring on the mathematic proficiency of selected
students from Grade 12 STEM at john Paul College in terms of ;
3.1 Critical thinking skills
3.2 Problem solving abilities
3.3 Conceptual understanding

4.Is there a significant relationship between the mathematical proficiency of

students of John Paul College Corporation?
Conceptual Framework
The Conceptual Framework of the study, is shown in the diagram below.
In order to guide and to conceptualize the flow of the study, the researchers used
the input-process-output (IPO) model. The input is the influence status of peer
tutoring on the selected students from grade 12 STEM and the effects of peer
tutoring on the mathematical proficiency of selected students from Grade 12 STEM.
Also, it consisted of the respondents, who were the selected students of Grade 12
STEM at John Paul College Corporation.
The process includes the survey, questionnaire, statistical treatment of data,
gathering data, and analysis of the interpretation of the data to determine the
influence of peer tutoring on the mathematical proficiency of selected grade 12
STEM students at John Paul College Corporation.

Theoretical Framework
The proposed study was anchored on the following theories;
Constructivism By Jean Piaget
Constructivism is a learning theory that emphasizes the active role of
learners in building their own understanding. It suggests that learning is not a
passive process of receiving information, but rather an active process of
constructing meaning. Learners actively build their knowledge by organizing and
interpreting new information in relation to their existing knowledge and
experiences. This involves the construction of mental representations or schemas,
which are frameworks that individuals use to make sense of information.
Constructivism recognizes the importance of learner autonomy and encourages
learners to take ownership of their learning by actively participating, asking
questions, and seeking connections between new information and their existing
knowledge. It also highlights the social aspect of learning, emphasizing the role
of interactions with others in the construction of knowledge. Collaborative
learning activities, such as discussions and group work, provide opportunities for
learners to engage in dialogue, share ideas, and co-construct knowledge.
Sociocultural Theory by Lev Vygotsky
Vygotsky developed the Sociocultural Theory of Learning based on the
active involvement of peers, adults, and teachers in the learning process.
Specifically, Vygotsky believed advanced or more knowledgeable peers, teachers, or
other adults greatly aided the learner in the construction of knowledge. Adults or
peers, with a greater degree of knowledge, are capable of assisting and directing
the learner in such a way as to promote a learning dialogue . As the learner
engages with more knowledgeable individuals, the learner is able to begin the
process of co- construction of knowledge. Co-construction is defined as a social
process in which people interact and negotiate , usually verbally, to create an
understanding or to solve a problem. During the co-construction of knowledge, the
learner is able to acquire the skills and confidence necessary to begin the process
of concept mastery. Furthermore, Vygotsky believed learning could occur at a
greater rate when individuals were challenged by a more knowledgeable or capable
individual. Most often, this more knowledgeable individual is embodied in the role
of adults or teachers; however, peers, if they hold a higher degree of subject
knowledge, are able to assume the role of the more capable individual. Vygotsky�s
theory emphasized the role of peers as knowledge providers, yet held at its
foundation the sociocultural view that learning could not be removed from the
social context.
Social Cognitive Theory by Albert Bandura
Albert Bandura developed the Social Cognitive Theory based on the concept that
learning is affected by cognitive, behavioral, and environmental factors. In
contrast to the traditional psychological theories that emphasized learning through
direct experience, Bandura posited that virtually all learning phenomena can occur
by observing other people�s behavior and consequence of it. Bandura posited that
the process of observational learning was governed by four key aspects: attention,
retention, reproduction, and motivation. Attention is a process in which people
selectively observe and extract information from the ongoing modeled activities.
Retention involves a process of transforming and restructuring information in the
form of rules and conceptions and store the information into memory. Reproduction
is the act of performing the actual behavior that was observed. The fourth aspect
concerns motivation which propels the learner to attention, practice and retention.

Cognitive Load Theory by John Sweller

Cognitive load theory suggests that effective learning occurs when the cognitive
load imposed on learners is managed appropriately. Interactions with mathematical
tasks, such as solving problems, explaining concepts to others, or working on
complex problems collaboratively, can help distribute the cognitive load and
support the development of mathematical understanding. By engaging in interactive
activities, learners can activate prior knowledge, receive feedback, and scaffold
their learning, leading to improved comprehension and retention of mathematical
concepts.

Significance of the Study

The findings of this study will be beneficial to the following.
Students
The study explores the influence of peer tutoring on mathematics proficiency,
benefiting students by promoting collaborative learning, deeper understanding of
mathematical concepts, and overall improvement in mathematics performance.�
Teachers
�This study provides insights into the effectiveness of peer tutoring as a teaching
strategy for improving mathematics proficiency, aiding teachers in making informed
decisions about incorporating this approach into their instructional practices.
Parents
The study informs parents about the effectiveness of peer tutoring as a
supplemental learning method, empowering them to encourage their children's
participation in peer tutoring programs and provide additional support at home.
School Administration
This study can inform school administrators about the benefits of implementing peer
tutoring programs to enhance mathematics proficiency. It can guide them in
developing policies and allocating resources to support the implementation of
effective peer tutoring initiatives. The findings can also contribute to the
overall improvement of mathematics education within the school system.
�Future Researchers
The study's findings will be useful to future researchers who will be conducting
comparative and similar studies in the future. It could also serve as a reference
for future researchers to guile them on their future research.

Scope and Delimitation of the Study

This study focused on the effects of peer tutoring to the mathematical proficiency
of the selected Grade 12 STEM students at John Paul College. The study's
respondents were the selected students in Grade 12 STEM at John Paul College who
were enrolled during the school year 2024-2025 This study spans the months of
January 2024 to May 2024.

Definition of Terms
For purposes of clarity and comprehension of terms used in the study, the following
are hereby defined operationally:
1.Academic Intervention- A targeted and structured approach implemented in an
educational setting to support students' academic progress and address their
specific learning needs.
2.Class wide peer tutoring- A peer tutoring approach where students work in small
groups or pairs within the classroom setting, taking turns as tutors and tutees to
support each other's learning.
3.Cross-age peer tutoring- A peer tutoring method that pairs students from
different grade levels or age groups, with older students serving as tutors to
younger students.
4.Mathematical literacy- The ability to apply mathematical knowledge and skills to
real-life situations, enabling individuals to make informed decisions and solve
practical problems using mathematical reasoning.
5.Mathematical proficiency- The level of competency and understanding in
mathematical concepts, problem-solving skills, and critical thinking abilities.
6.Conceptual understanding- refers to a deep and thorough comprehension of
fundamental concepts rather than mere memorization or rote learning.
7.Math anxiety- Feelings of tension, apprehension, and discomfort experienced when
faced with mathematical tasks or challenges.
8.Pedagogical approach- A specific method or approach used in teaching and
instruction to facilitate effective learning and educational practices.
9.Peer tutoring- A collaborative learning method where students of similar or
different academic levels work together as tutors and tutees to support each
other's learning.
10.Reciprocal peer tutoring- A peer tutoring method in which students take turns
being both the tutor and the tutee.

CHAPTER II
REVIEW OF RELATED LITERATURES AND STUDIES
This chapter presents the literature and studies that are related to the given
proposed study.
Related Literatures
According to Toulia A., Strogilos V. & Avramidis E. (2023), peer tutoring has
been found to have a positive impact on students, both academically and socially.
It provides an effective alternative for students who may not receive enough
support otherwise. Through peer tutoring, students can collaborate with each other
and create an inclusive classroom environment. Teachers play a crucial role in this
process, as they not only facilitate the tutoring sessions but also actively
participate in decision-making. Teachers can enhance their inclusive teaching
approaches when they receive adequate support and flexibility in decision-making.
By customizing peer tutoring to meet the unique needs of each student, teachers can
ensure a tailored learning experience. It is important to reconceptualize
traditional teaching methods and prioritize collaboration and inclusion in order to
create a supportive educational community involving all stakeholders, including
teachers and students.
As stated by Hidayat et al (2023),�Peer tutoring is not a new learning method
but rather a strategy that aligns with the modern way of learning in the 21st
century. This approach plays a significant role in improving students' academic
performance, enhancing their social skills, and fostering cognitive development.
The peer tutoring environment encourages active student participation, as it
creates a comfortable space for communication and the expression of individual
opinions. Moreover, this strategy empowers tutors and tutees to take ownership of
their learning by allowing them to determine their learning goals, allocate time,
and choose suitable methods. Teachers play a vital role in monitoring students'
progress and guiding tutors to ensure that they can continue reaping the benefits
of peer tutoring in the future.
Olulowo,et al (2020) stated that peer tutoring outperformed the conventional
lecture method, primarily because it actively engaged students in the learning
process. Through peer tutoring, students had the opportunity to explain their ideas
and enhance comprehension among their peers. In contrast, the lecture method
resulted in passive learning and reliance on teachers, which hindered memory
development and led to poorer academic performance. The study also found that
students' gender did not influence academic achievement, while socioeconomic status
interacted with the effectiveness of peer tutoring.
According to Svellingen (2021), reciprocal peer tutoring is a collaborative
learning approach where students take turns as tutors and tutees within the same
academic year. Three important factors for effective peer tutoring are familiarity
with simulation as a learning method, prior theoretical knowledge, and the learning
environment. Tutors have a genuine interest in creating optimal conditions for
learning, helping their peers gain mastery through simulation.
Argaza (2021) stated that the utilization of peer tutoring has
demonstrated a significant impact on students' learning and academic achievements.
Peer tutoring is widely recognized as an effective instructional technique that
enhances students' academic performance compared to traditional classroom settings.
In the context of Chemistry education, students who were exposed to peer tutoring
in the classroom exhibited notable improvements in their grades and overall
performance compared to those who did not receive peer tutoring. Peer tutoring
offers several advantages for learners, such as fostering dialogue and creating a
friendly learning environment. Moreover, it plays a pivotal role in boosting the
confidence and cognitive abilities of introverted learners. Additionally, peer
tutoring facilitates the development of students' skills in organizing and planning
their learning experiences, collaborating with others, providing and receiving
feedback, and evaluating their own learning progress.
According to Berso, L. B., & Lorente, R. M(2020), peer tutees displayed high
levels of engagement and enthusiasm for learning during the peer tutoring sessions.
These experiences were considered valuable for both the peer tutors and tutees
throughout the peer tutoring process. In terms of academic performance, the peer
tutored group outperformed the non-peer tutored groups, as evidenced by their
results in periodic examinations. The session plans, which included various
learning activities for peer tutoring, were found to be beneficial in enhancing the
overall learning experiences and improving the Mathematics performance of the
students.
As stated by Danga (2022), peer tutoring offers a valuable opportunity for
students to receive individualized attention, which is often lacking in traditional
classroom settings. Teachers may not always have enough time or resources to
provide personalized attention to every student. Through peer tutoring, students
are supported by their peers who review and reinforce what they have learned,
benefiting both the tutor and the tutee. Furthermore, peer tutoring creates an
engaging and enjoyable learning environment, where students learn while having fun.
This approach transforms the classroom from a place of knowledge distribution to a
collaborative space where diverse perspectives and experiences are shared. Based on
these findings, teachers may consider incorporating other teaching strategies that
can enhance learners' performance, particularly in the subject of mathematics.
According to Tan (2020), the success of tutorials relies on the teamwork
and commitment of both tutors and tutees. Tutors demonstrate teamwork by planning
the session, including topics to cover, assigning tutors, and organizing the flow
of the session. On the other hand, tutees show commitment and support through
active participation and engagement during the session. It is important to
understand that tutorials are not solely about the tutors or tutees individually,
but rather about the collaboration and shared responsibility for learning between
them. In the equation of tutorials, teamwork and shared responsibility are crucial
factors. Learning with others through tutors, mentors, or coaches is an experience
that involves teamwork, responsibility, generosity, and sharing. These same
qualities align with the values that the University of Mindanao expects from its
students and graduates.
Related Studies
According to Ain, Q. U., Thurston, A., MacKenzie, A., & �zkaya, C.
(2023) , children differ in their learning abilities and understanding, and
specifically in elementary and secondary levels of school age they need guidance
and support to reach their potential. Peer tutoring represents a tutee being
tutored by someone who performs better in, or has a better understanding of, a
specific task. Peer tutoring is being implemented from primary schools to
university level to accomplish better performance in students. It is recognized
that learning cannot be understood as only being able to remember or recall
information but being able to generate and implement that information in problem
solving
According to the findings of Loes� 2022 study, collaborative learning
has been linked to significant student outcomes, including critical thinking,
academic achievement, and persistence into the second year of university. Unlike
traditional instructional methods like lecturing, collaborative learning promotes
active student engagement and empowers learners to take ownership of their
education. By increasing opportunities for collaborative learning, instructors can
potentially enhance students' academic motivation. It is worth noting that although
academic motivation levels slightly decreased from the beginning to the end of the
fourth year in this study, student engagement in collaborative learning was still
associated with tangible improvements in academic motivation.
According to Ghavifekr (2020 ), collaborative learning allows students to exchange
information, knowledge, and experiences with one another. It also provides an
opportunity for students to support their peers who may be struggling academically.
In the context of secondary school students in�Klang, it was found that they prefer
group learning over individual learning in classrooms. Collaborative learning not
only enhances academic learning but also helps students develop important social
interaction skills. By working together, students mutually benefit from the
learning process, making it more efficient and effective. Additionally,
collaborative learning promotes creativity in teaching and learning. It allows
students to share ideas, knowledge, and experiences, improving their leadership and
interaction skills. Moreover, collaborative learning helps students adapt to
different cultures and enhances their communication skills. Ultimately, this
contributes to creating a higher quality teaching and learning environment for
students.
Olanrewaj (2019) stated that collaborative learning works best when students can
freely interact in groups and build ideas together. Based on this study, there is
hope for improving Mathematics anxiety and the effectiveness of collaborative
learning techniques. The study found that both Mathematics anxiety and
collaborative learning techniques have a significant impact on the academic
achievement of secondary school students in Mathematics. These findings highlight
the importance of addressing Mathematics anxiety and implementing collaborative
learning strategies to enhance students' learning outcomes in Mathematics.
Kong�s (2023) study highlights the significant impact of age on the
collaborative learning process, as it influences students' decision-making and
critical thinking abilities. It is important to note that age does not necessarily
determine the complexity of thinking, as individuals of the same age may exhibit
different levels of cognitive development.. Based on the data collected from the
survey-questionnaire, it can be concluded that brainstorming, group reporting, and
role play presentations are the most commonly utilized collaborative learning
styles among students. The findings also indicate that collaborative learning has a
profound influence on students' academic performance. Engaging in collaborative
learning activities enhances students' ability to work effectively in groups,
fostering their creativity and critical thinking skills.
According to Gabriel (2022), collaborative learning is closely linked to
several widely recognized educational approaches, such as active learning, student-
centered learning, problem-based learning, and project-based learning. These
approaches are considered best practices in the field of education. It is important
to note that the effective implementation of collaborative learning relies on the
understanding and active involvement of both tutors and students in addressing
engineering education-related issues. Commitment, teamwork, and the willingness to
tackle challenges are key factors for success in collaborative learning.
Andrews (2022), in his study, reveal that Cooperative learning strategy is
of high quality when certain elements are present, including face-to-face
interaction, positive interdependence, individual and interpersonal skills,
accountability, and group self-evaluation. Respondents in the study exhibited high
academic motivation, particularly when their intrinsic motivation to acquire
knowledge was accommodated. This motivation was evident even among low-performing
students, who showed a desire for new ideas and information. The findings also
revealed high academic engagement among respondents, leading to a sense of pride,
excitement, and happiness in completing assigned tasks. Students were extrinsically
motivated by the belief that pursuing higher education would better prepare them
for their chosen careers and provide opportunities for professional development,
job promotion, and higher compensation. Furthermore, a significant and positive
relationship was observed between cooperative learning strategies and academic
predictors, such as academic motivation and engagement.
Abuda' (2021) study found that the pretest mean scores of Grade V
learners in the experimental and comparison groups were similar before the
intervention. Both groups had comparable knowledge of mathematical operations on
fractions. However, there was a notable increase in posttest mean scores for
learners in both groups. The learners in the experimental group achieved higher
posttest scores compared to those in the comparison group, indicating a difference
in academic performance. Additionally, there was no significant difference in
pretest mean scores between the two groups, suggesting they had similar prior
knowledge. However, there was a significant difference in posttest mean scores,
indicating that the learners exposed to peer tutoring showed significant
improvement in academic performance. The findings support the effectiveness of peer
tutoring as an instructional technique for Grade V learners, particularly in
enhancing academic performance and subject matter understanding.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research methodology that will be used in the
study.
Research Design
The researchers made use of descriptive design in the proposed study since it will
try to dwell on the present conditions existing in the given area they had
particularly chosen.
According to Atmowardoyo (2018), descriptive research involves collecting data to
answer questions concerning the current status of the study.
Siedlecki (2020) stated that the descriptive research design accurately and
systematically describes, observes, or validates aspects of groups collected
through quantifiable information, like the relationship among variables, in their
natural state.

Instrumentation
The researchers used a set of questionnaires in gathering data needed for
the proposed study. The questionnaire is divided into two parts: the first part
consists of the influence status of peer tutoring on the selected students from
Grade-12. STEM at John Paul College, while the second part consists of the effects
of peer tutoring on the mathematic proficiency of selected students from Grade-12
STEM at John Paul College.

Data Gathering and Procedure

The researchers sought permission from the Principal of Basic Education Department-
Senior High School of John Paul College, Ms. Maybell C. Gonzales, to the Research
adviser, Ms. Jamela Grace Mazo, and also to the advisers of the selected
respondents to be able to distribute the questionnaires to the selected students
from Grade 12 STEM .

Respondents of the Study

The respondents of the study were the selected students from Grade-12 STEM at
John Paul College who are enrolled this school year 2024-2025.
Slovin�s Formula - is used to calculate the sample size (n) given the population
size (N) and a margin of error (e) - it is a random sampling technique formula to
estimate sampling size. - It is computed as n-N/(1+Ne2)

Slovin�s Formula
n = N
1+Ne2
Where n = Sample Size
N = Total Population
E = Margin of Error

Statistical Treatment of Data

Data has been gathered through the research instrument will be tallied and
tabulated using statistical tools such as arithmetic mean. The arithmetic frequency
distribution will be used in order to show the number of respondent frequency
distribution will be made interpreting the data and presenting it top be able to
know the average (mean) and Percentile rank, the following formula were made.
n= N
1+Ne
e = Margin of error
n = Total number of respondents
N = Population size
Also, the researchers used Spearman Rho�s formula, a non-parametic test used to
measure the strength of association between two variables.

Spearman Rho�s Formula

p = Spearman�s rank correlation coefficient

di = Difference between two rank of each observation
n = Number of observations

p = 1 - 6 ? di2
n(n2 - 1)

References
Abuda, B. F., & Jaromay, R. (2021). Effect of Peer Tutoring On The Mathematics
Performance of Grade 5 Learners In A Public Elementary School.�International
Journal of Global Community,�4(3 - Nov), 239 - 246. Retrieved from
https://journal.riksawan.com/index.php/IJGC-RI/article/view/94
Ain, Q. U., Thurston, A., MacKenzie, A., & �zkaya, C. (2023, January 1). What does
previous research tell us about the effects of peer tutoring on
metacognition in primary and secondary schools? International Journal of
Educational Research Retrieved from:.
https://doi.org/10.1016/j.ijedro.2023.100248
Andres, J. T. (2022). COOPERATIVE LEARNING STRATEGIES AND ACADEMIC PREDICTORS
AMONG THE STUDENTSS OF BACOOR NATIONAL HIGH SCHOOL: BASIS FOR AN ACTION PLAN.
International journal of Educatin and Pedagogy,4(3), 1-11.
Arzaga, J. (2021, December 23). Improving the Academic Performance of Grade 7
Students in Chemistry using the Peer Tutoring Strategy. International
Multidisciplinary Research Journal, 3(4), 259�266.
https://doi.org/10.54476/iimrj228
Berso, L. B., & Lorente, R. M. (2020, February 26). PEER TUTORING: EXPLORING THE
EFFECTS ON LEARNING GRADE 9 MATHEMATICS. People?:
International Journal of Social Sciences.
https://doi.org/10.20319/pijss.2020.53.881894
Danga, M. O. (2022). Peer Tutoring: Its Effects on Academic Performance of 5th
Grade Students in Mathematics at Sanchez Mira Central Elementary
School. https://ejournals.ph/article.php?id=18148
Gabriel, C., Basas O., Claudine J. et al. . (2022, December 28). Collaborative
Learning in Engineering Education: A
Survey of Literature and Studies Toward a More Reflective and Responsive
Research and Pedagogy. US-China Education Review B, 12(6).
https://doi.org/10.17265/2161-6248/2022.06.003
Ghavifekr, S. (2020). COLLABORATIVE LEARNING: A KEY TO ENHANCE
STUDENTS� SOCIAL INTERACTION SKILLS.
https://www.semanticscholar.org/paper/COLLABORATIVE-
LEARNING%3A-A-KEY-TO-ENHANCE-STUDENTS�-
 Ghavifekr/9390695d44f6080c927f23f09b3a0723fb94fdea
Hidayat, R., Nasir, N., Fadzli, S. A. M., Rusli, N. S., Kamaruzzaman, N. N., Sheng,
V. Y. Z., Mohammad, N. H. H., & Shukeri, A. S. (2023). Peer tutoring
learning strategies in mathematics subjects: Systematic literature
review. European Journal of Educational Research, 12(3), 1407-1423.
https://doi.org/10.12973/eu- jer.12.3.14
Kong l. (2021). Collaborative Learning and Academic Performance in Lyceum of the
Philippines University - Batangas City Senior High School.
International Journal of Frontiers in Sociology , Vol. 3, Issue 2:
58-62. https://doi.org/10.25236/IJFS.2021.030212.
Loes, C. N. (2022, January 12). The Effect of Collaborative Learning on Academic
Motivation. Teaching & Learning Inquiry.
https://doi.org/10.20343/teachlearninqu.10.4
OECD (2023).PISA 2022 RESULTS: FACTSHEETS � PHILIPPINES.
https://www.oecd.org/publication/pisa-2022-results/country-notes/philippines-
a0882a2d/
Olanrewaju, M. K. (2019). Effects of Collaborative Learning Technique and
Mathematics�Anxiety on Mathematics Learning Achievement among
Secondary School�??Students in Gombe State, Nigeria.
https://eric.ed.gov/?id=EJ1222607
Olulowo, T. G., Ige, O. A., & Ugwoke, E. O. (2020, September 22). Using Peer
Tutoring to Improve Students� Academic Achievement in Financial
Accounting Concepts. Education Research International.
https://doi.org/10.1155/2020/8871235

Ramirez G. et al. (2015). On the relationship between math anxiety and math
achievement in early elementary school: The role of problem solving
strategies. Journal of Experimental Child Psychology 141 (2016) 83�100.
http://dx.doi.org/10.1016/j.jecp.2015.07.01
Svellingen, A. H., R�ssland, A., & R�ykenes, K. (2021, May 1). Students as
Facilitators: Experiences of Reciprocal Peer Tutoring in
Simulation-Based Learning. Clinical Simulation in Nursing.
https://doi.org/10.1016/j.ecns.2021.01.008
Tan J. Gevera, E. (2020) Peer Tutorial: Championing Students at Risk. International
Journal of Learning, Teaching and Educational Research Vol. 19, No. 5,
pp. 352-378, May 2020 https://doi.org/10.26803/ijlter.19.5.22
Toulia A., Strogilos V. & Avramidis E. (2023) Peer tutoring as a means to
inclusion: a collaborative action research project, Educational
Action Research, 31:2, 213- 229, DOI: 10.1080/09650792.2021.1911821