ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Peer-tutoring in improving the Mathematical
skills of Grade 8 students S.Y. 2019-2020
Submitted to: Sir Mikko G. Rodriguez
Submitted by Group 3:
II Rohbert Yves Saint Laurent C. Ambros
Marykenne Ayessa D. Oliva
Whebster Mark H. Tadique
Joshua Paul Z. Sarigumba
Aljay C. Pangadlo
1
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Table of contents
Chapter I: Introduction………………………………………………………………………..3
I-A: Background of the study…..………………………………………………………...3
I-B: Statement of the problem…….………………………...…………………………....3
I-C: Significance of the study..…………………...……………………………………..3-4
I-D: Scope or Delimitations……………….……………………………………………..4
Chapter II: Review of related literature and conceptual framework…………………………5
II-A: Review of related literature…………………………...…………………………...5-6
II-B: Conceptual Framework………………………………….………………………….6
II-C: Research Hypothesis……………………...………………..……………………6-7
II-D: Definition of terms……………………………………….………………………7-8
Chapter III: Design and Methodology………………………………………………………..9
III-A-III-E………………………………………………………………………………...9
Chapter IV: Findings and Data Analysis…………………………………………………….10
IV-A: Introduction……………………………………………………………………….10
IV-B: Survey results…………………………………………………………………..10-20
IV-C: Pretest, Session quizzes and post-test data…………………………………….21-23
IV-D: Journal………………………………………………...……………………….24-37
Chapter V: Conclusions and Recommendations…………………………………………….38
V-A: Conclusions………………………………………………………………………..38
V-B: Recommendations………………………………………………………………....38
References…………………………………………………………………………………...39
Appendices………………………………………………………………………………..40-48
Curriculum Vitae……………………………………………………………………….…49-53
2
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Chapter I
Introduction
This chapter includes the Background of the study, Statement of the problem, Significance
of the Study, and Scope and Delimitations.
Background of the study
Peer-tutoring is a flexible, peer-mediated strategy that involves students serving as
academic tutors & tutees. Typically, a higher performing student is paired with a lower
performing student to review critical academic or behavioral concepts.
Mathematics is the abstract science of number, quantity & space. Mathematics may be
studied in its own right(Pure Mathematics), or as it is applied to other disciplines(Applied
Mathematics). It is the study of numbers, shapes, & patterns.
Statement of the problem
1.
Can peer-tutoring be better & more efficient than normal teaching?
2.
Are mathematical skills fixed at birth or can be improved?
3.
Will the students have improved after having been peer-tutored?
Significance of the study
1) Future researchers - For them to already have basis when making a research similar
to this.
2) Principal - So they might be able to add a new teaching-strategy to their school.
3
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
3) Teachers - So they might be able to know that peer-tutoring can help students learn
faster.
4) Parents - To know that kids or students can learn better via peer-tutoring.
5) Students - For them to know that studying & peer-tutoring with other students can
help them learn.
Scope and Delimitations
This research will be done on Grade 8 students every Research subject period or
dismissal time for a range of 30-50 minutes with a total of ten sessions. The materials
for studying will be based on their Grade 8 Mathematics book. We will only get ten
students. This research study will aim to improve the Mathematical skills of Grade 8
Students & to see their results.
4
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Chapter II
Review of related literature and conceptual framework
Review of related literature
a. Local
Dr. Editha T. Vasay(2010) conducted a study on how peer teaching can affect the
performance of students in Mathematics titled “ THE EFFECTS OF PEER TEACHING IN
THE PERFORMANCE OF STUDENTS IN MATHEMATICS “. He/she used a pretest posttest control-experimental group research design. He/she picked participants with weak skills
and divided them into two groups, one was taught with peer-teaching and one was not.
He/she found out that those taught with peer-teaching gained greater improvements than
those who did not receive peer-teaching. He/she found out that peer teaching does have an
impact on the performance of students. He/she concluded that peer teaching greatly affected
the intellectual and moral values of the students.
b. Foreign
Jenna Di Fatta, B.A., Sarah Garcia, B.S., and Stephanie Gorman, B.S(2009) conducted
a study titled “INCREASING STUDENT LEARNING IN MATHEMATICS WITH THE
USE OF COLLABORATIVE TEACHING STRATEGIES “. The teacher researchers
conducted this action research project to increase their 54 high school students’
achievements in Mathematics. The teacher researchers planned three different
interventions including incorporating multiple intelligence-based lessons, offering positive
reinforcement for homework, and involving the students in more regular group work. The
5
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
teacher researchers gathered data using three different tools which included obtaining
average test scores, average homework completion, and student surveys to understand how
the collaborative setting affected their learning. They found that some of the interventions
did not work as planned. For example, offering positive reinforcement to increase
homework completion had a negative effect on the students. The decline in the average
homework completion was 0.68% in one class and 6.22% in the other mathematics class.
There were mixed results from both classes regarding the average test scores. Overall, the
majority of the students felt that being in a collaborative setting helped to improve their
learning in mathematics.
Conceptual Framework
Input
• Grade 8
students with
low-skill in
Mathematics
Process
Output
• Peer-tutoring in
improving the
mathematical
skills of the
Grade 8
students
• Grade 8
students
become better
in Mathematics
Research Hypothesis
H0:
Grade 8 students will have improved Mathematical skills after being peer-tutored for 30-50
minutes or 10 sessions.
6
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Ha:
Grade 8 students will fail to improve or become stagnant even after being peer-tutored for
30-50 minutes for 10 sessions.
H0:
Peer-tutoring is proven to be more effective compared to solo-tutoring.
Ha:
Peer-tutoring is not that much effective compared to solo tutoring.
H0:
Mathematical skills are not fixed at birth and can be improved.
Ha:
Mathematical skills are fixed at birth and cannot be improved.
Definition of terms
Peer-mediated - Done by peers or own social circle.
Stagnant - No improvement.
Solo-tutoring - The act of just tutoring one-to-one.
Peer-tutoring - The act of tutoring with a tutor and other peers.
The meaning of nth question “ Mode “ - is the value that appears most often.
7
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Sessions - These are teaching times or sessions to be included in our findings.
Mathematical Skills - These are criteria to judge in the performance of a student in
Mathematics.
Inborn - born genetically and cannot be changed.
8
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Chapter III - Design and Methodology
Research Design
Our research design will be descriptive with the type of data being both quantitative &
qualitative. We will test and find out if Mathematical skills are inborn or can still be
improved. We will also test if peer-teaching is an effective teaching strategy.
Participants of the study
Our participants will be 10 Grade 8 students with weak-average Mathematical skills.
Research Locale
Our research will be conducted at St. Mary’s School of Novaliches Inc., an institution that
teaches from Nursery to College.
Data Gathering Instruments
We will collect our data via survey, teaching sessions, pretest and post-test, and journals.
Data Analysis
The type of data analysis we will use is Qualitative Data Analysis & Quantitative Data
Analysis, focusing on experiences and changes of the participants and their answers to our
questions.
9
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Chapter IV – Findings and Data Analysis
Introduction
This chapter will bring in the presentation of findings from survey, pretest post-test data,
and from the session journals.
Survey results
This part will bring the findings from our survey with description on each question.
Survey title:
Problems why some students are having a hard time in Mathematics
10
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
1. Talent
Talent
2
2
1
1
4
1
2
3
4
5
Scale of 1(2), Scale of 2(1), Scale of 3(4),Scale of 4(1), Scale of 5(2) = Total of 10
Mode = Scale of 3 Median = Scale of 3
We will interpret the mode in this question. The mode, which is the Scale of 3, indicates
that Talent mostly neutrally affects performance of the students in Mathematics.
11
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
2. Time
Time
1
3
2
4
1
2
3
4
5
Scale of 1(3), Scale of 2(4), Scale of 3(2), Scale of 4(1), Scale of 5(0) = Total of 10
Mode = Scale of 2 Median = Scale of 2
We will interpret the mode in this question. The mode, which is the scale of 2, indicates
that Time spent studying Mathematics mostly has a neutral effect on the performance of
the students in Mathematics.
12
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
3. Hardwork
Hardwork
1
1
4
4
1
2
3
4
5
Scale of 1(0), Scale of 2(4), Scale of 3(4), Scale of 4(1), Scale of 5(1) = Total of 10
Mode = Scale of 2 and Scale of 3 Median = Scale of 3
We will interpret the Mode in this question. The modes, which are scale of 2 and scale
of 3, indicates that Industriousness or a hard-working attitude mostly has little or neutral
effect on the performance of the students in Mathematics.
13
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
4. Comprehension
Comprehension
2
3
2
3
1
2
3
4
5
Scale of 1(0), Scale of 2(3), Scale of 3(3), Scale of 4(2), Scale of 5(2) = Total of 10
Mode = Scale of 2 and Scale of 3 Median = Scale of 3
We will interpret the mode in this question. The modes, which are scale of 2 and scale
of 3, indicates that Comprehension mostly has little or neutral effect on the performance
of the students in Mathematics.
14
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
5. Difficulty
Difficulty
1
2
3
3
1
1
2
3
4
5
Scale of 1(1), Scale of 2(1), Scale of 3(3), Scale of 4(3), Scale of 5(2) = Total of 10
Mode = Scale of 3 and Scale of 4 Median = Scale of 3 and Scale of 4
We will interpret the mode in this question. The modes, which are scale of 3 and scale
of 4, indicates that the difficulty of the concepts and topics in Mathematics mostly has
neutral or great effect on the performance of the students in Mathematics.
15
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
6. Reference Materials
Reference
1
1
1
4
3
1
2
3
4
5
Scale of 1(1), Scale of 2(4), Scale of 3(3), Scale of 4(1), Scale of 5(1) = Total of 10
Mode = Scale of 2 Median = Scale of 2 and Scale of 3
We will interpret the mode in this question. The mode, which is scale of 2, indicates that
Reference material mostly has little effect on the performance of the students in Mathematics.
16
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
7. Teacher Factor
Teacher
1
2
3
4
1
2
3
4
5
Scale of 1(0), Scale of 2(1), Scale of 3(3), Scale of 4(4), Scale of 5(2) = Total of 10
Mode = Scale of 4 Median = Scale of 4
We will interpret the mode in this question. The mode, which is scale of 4, indicates that
the person teaching mostly has great effect on the performance of the students in
Mathematics.
17
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
8. Concentration
Concentration
4
5
1
1
2
3
4
5
Scale of 1(0), Scale of 2(0), Scale of 3(4), Scale of 4(1), Scale of 5(5) = Total of 10
Mode = Scale of 5 Median = Scale of 4 and Scale of 5
We will interpret the mode in this question. The mode, which is scale of 5, indicates that
Concentration mostly has the greatest effect on the performance of the students in
Mathematics.
18
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
9. Perseverance
Perseverance
2
2
1
5
1
2
3
4
5
Scale of 1(0), Scale of 2(2), Scale of 3(5), Scale of 4(1), Scale of 5(2) = Total of 10
Mode = Scale of 5 Median = Scale of 5
We will interpret the mode in this question. The mode, which is scale of 5, indicates that
perseverance mostly has a neutral effect on the performance of the students in Mathematics.
19
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
10. Interest
Interest
2
4
1
3
1
2
3
4
5
Scale of 1(0), Scale of 2(4), Scale of 3(3), Scale of 4(1), Scale of 5(2) = Total of 10
Mode = Scale of 2 Median = Scale of 3
We will interpret the mode in this question. The mode, which is scale of 2, indicates that
interest in Mathematics mostly has less effect on the performance of the students in
Mathematics.
20
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Survey Conclusion
Based on the survey, the problem(s) that affects the performance of the students the most is
Perseverance and Concentration, second is the teacher factor, while the least are Reference
materials, Comprehension, Hard work, and Time.
21
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Pretest and Post-test data
Subject
1(F)
number
2(S)
3(S)
4(F)
5(S)
6(F)
7(S)
8(S)
9(F)
10(F)
Pre-test
10/60
scores
6/60
8/60
12/60
10/60
13/60
6/60
5/60
14/60
8/60
Post-test
52/60
scores
47/60
45/60
54/60
51/60
52/60
46/60
50/60
56/60
54/60
Scores
9,2
9
51,5
50,7
Median(Pre)
Mean(Pre)
Mean(Post)
Median(Post)
22
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
The pretest and post-test data has huge differences on the scores of the students. The
pretest data has all students failing with a mean of 9.2, a median of 9, a mode of 6,8,10
and the post-test data having all students passing with a mean of 50.7, a median of 51.5,
a mode of 52,54. We conclude in the pretest and post-test data that all the students
gained noticeable improvements after all the teaching sessions we did. Another
conclusion to note is that the huge difference in the values of mean, median, and mode
indicates that students became better in Mathematics after the sessions.
Session Quizzes Data
23
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Subject no.
Quiz#1
Quiz#2
Quiz#3
Quiz#4
Quiz#5
Quiz#6
#1(F)
7/10
8/10
9/10
9/10
10/10
8/10
#2(S)
8/10
7/10
7/10
9/10
6/10
7/10
#3(S)
6/10
7/10
8/10
6/10
7/10
8/10
#4(F)
8/10
9/10
9/10
10/10
10/10
9/10
#5(S)
5/10
6/10
6/10
7/10
5/10
8/10
#6(F)
10/10
10/10
10/10
10/10
10/10
10/10
#7(S)
7/10
8/10
8/10
5/10
6/10
7/10
#8(S)
6/10
5/10
7/10
6/10
7/10
8/10
#9(F)
10/10
10/10
10/10
10/10
10/10
10/10
#10(F)
8/10
7/10
9/10
9/10
8/10
10/10
All the quizzes were taken after the topic is already grasped by the students. This
proved that students showed signs of improvement with each session with them
having higher scores than what they can answer back in the pre-test.
24
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Journal
1st session
Tadique’s Journal They are having difficulties in answering what was being asked. After peer-tutoring,
they seemed to know the lesson better. They now can answer the questions given by
the teacher
Oliva’s Journal It is evident that they didn’t know what is written. The teacher taught the students
with them teaching each other also. They know the procedures and know how to
answer the problems.
Sarigumba’s Journal I taught the students with a condition for them to teach others if they can get the
lesson. They are having difficulties. After teaching each other they seemed to know it
better. I made them problems and they answered it all right.
Pangadlo’s Journal The teacher taught the students but they are having a hard time learning it. They
taught each other based on the condition. They can answer the problems now given by
the teacher.
Ambros’s Journal The teacher taught the students with each student teaching each other. As time goes
25
ST. MARY’S SCHOOL OF NOVALICHES
Olympus
Kaligayahan,
Quezon
by they know Jerusalem
how to solveSt.,
the North
given problems
onSubd.,
the whiteboard.
They now
know City
the method and the procedure in the lesson.
1st session summary They were having difficulties grasping the lesson at first. They peer-tutored each
other with the given condition. They learned the lesson and now know how to answer
the problems.
2nd session
Tadique’s Journal They were surprised on what they answered in the pre-test that it can be answered.
There were difficulties at first but peer-tutored help some slow learners keep up. They
all now know how to answer the problems.
Oliva’s Journal The teacher gave some problems for the lesson on the whiteboard to be answered by
the students. Some are having hard times but kept up with peer-tutoring method. The
time used in teaching is lessened somewhat and everyone can answer the problems.
Sarigumba’s Journal I introduced them our second topic and some had harder time grasping the concept. I
reminded them of peer-tutoring and some slow learners started to grasp the concept. I
gave them problems one-by-one on the whiteboard for them to answer. They now
know the method to answer the problems.
26
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., Pangadlo’s
North Olympus
Subd.,
Kaligayahan, Quezon City
Journal
Some students were having a hard time on the lesson being taught. The teacher
reminded them of peer-tutoring. Everyone can now answer the problems.
Ambros’s Journal A second topic was taught and some students are having a hard time. Peer-tutoring is
used again and they became better in solving. All the students can now solve the
problems given.
2nd session summary A second topic was taught and some students faced difficulties learning the lesson.
The teacher reminded of peer-tutoring and they taught each other and became better.
The teacher gave works to do for them. Everyone can now answer and solve the
problems.
3rd session
Tadique’s Journal The third topic was introduced to the students and as expected the students are
having difficulties. With peer-tutoring they showed signs of improvement in solving
the problems. They can now solve the problems given by the teacher.
Oliva’s Journal The third topic is now discussed and I observed that students understood better with
the help of their classmates. The teacher gave works to do for the students. The
students answered it while some had harder time than others solving it but with the
help of each other they all solved it.
27
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St.,Sarigumba’s
North Olympus
Subd.,
Kaligayahan, Quezon City
Journal
I recapped some concepts from our second session and taught the students our third
topic. Some of the students have harder time than others but with the help of peertutoring, it made their learning ability better. I gave some works to do. They answered
it right and now know the method in answering.
Pangadlo’s Journal The third topic is taught and as usual students faced difficulties. With the help of
peer-tutoring their difficulties are somewhat lifted. The teacher gave works to the
students and they answered it right.
Ambros’s Journal The third topic is taught and the students helped each other understand the concepts.
The teacher gave problems for the students and the students answered it correctly.
3rd session summary The third topic is taught with some recap from the second topic. Peer-tutoring helped
the students understand the concept of the third topic. The teacher gave some works
for the students and the students all answered it correct.
4th session
Tadique’s Journal The third topic is discussed again with the sub-topics and the students showed some
difficulties again. The students learned the concept with the help of peer-tutoring The
teacher gave works for the students and all of them answered it correctly. The
students can now solve the problems. teaching session.
28
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North
Olympus
Oliva’s
Journal -Subd., Kaligayahan, Quezon City
Sub-topics from the third topic is introduced and I observed some students showing
signs of difficulties grasping the concept. Peer-tutoring help the students learn it
better. The teacher gave works again as usual and the students answered it. All of the
students can now solve the problems.
Sarigumba’s Journal I taught them sub-topics of the third topic and some had difficulties learning the
lesson. I reminded them of peer-tutoring and it helped them improve in learning the
lesson. I gave them works for them to master the lesson. The students can now answer
the problems I give them.
Pangadlo’s Journal The third topic is continued in this session with some sub-topics. The teacher gave
seatwork for the students to do. With peer-tutoring the students had better time in
learning it. All the students can now answer the problems given.
Ambros’s Journal The third topic is taught again with sub-topics also taught. The students learned the
sub-topics with peer-tutoring. The teacher gave works for the students and all of them
answered it correct. The students can answer the problems given by the teacher.
4th session summary The third topic is discussed again with some sub-topics also. The students faced
difficulties grasping the concept but with peer-tutoring they all understood it. The
teachers gave works and all of them can answer it correctly. The students can now
answer problems given by the teacher.
29
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North
5thOlympus
session Subd., Kaligayahan, Quezon City
Whebster’s Journal The teacher taught the students their fourth topic and some students didn’t get
permutation. The teacher taught it step-by-step but with also the help of peer-tutoring
and the students learned it better. The teacher gave seatwork for the students and the
students answered it correctly.
Oliva’s Journal The teacher introduced to the students their fourth topic and the students kept
listening to the teacher. Some students didn’t get it but with the help of peer-tutoring
it was understood. The teacher gave the students works to do and they answered it all
correctly.
Sarigumba’s Journal I taught them their fourth topic and they were having a hard time at first but I taught
it step-by-step and with also peer-tutoring. Peer-tutoring made the students learn
better. I gave them seatwork to do and they answered it correctly.
Pangadlo’s Journal
The teacher taught the students their fourth topic and some students didn’t get the
topic that easily. The teacher then resorted to peer-tutoring and step-by-step method
for them to learn more efficiently. The students were given works to do and they
answered it correctly.
Ambros’s Journal The teacher taught the Grade 8 students their fourth topic and I observed that some
students didn’t grasp the concept that easily. The teacher taught it step-by-step and
30
ST. MARY’S SCHOOL OF NOVALICHES
St., North
Olympus
Subd., the
Kaligayahan,
Quezon
with also the Jerusalem
help of peer-tutoring.
The
students learned
lesson and they
were City
given works to do.
5th session summary The students were taught their fourth topic in this session and some students
encountered difficulties. The teacher resorted to step-by-step but also with peertutoring which made them learn more efficiently. The teacher gave the students tasks
to do and they did it all correctly.
6th session
Whebster’s Journal The fourth topic is introduced again but with deeper concepts. The students had
easier time understanding it but also peer-tutoring made them learn faster. The teacher
gave them works to do.
Oliva’s Journal The students were taught deeper lessons on the fourth topic. The students learned it
faster with the help of peer-tutoring. The teacher gave them tasks.
Sarigumba’s Journal I taught them more lessons based on the fourth topic. I observed that students had
better time grasping it since they already know the fourth topic but some concepts
were learned better with peer-tutoring. I gave them works to do.
Pangadlo’s Journal The teacher taught the students more on their fourth topic again. The students had
better time grasping it. The teacher gave seatwork to do.
Ambros’s Journal -
31
ST. MARY’S SCHOOL OF NOVALICHES
St., North
Olympus
Subd.,
Quezon City
The teacherJerusalem
taught the fourth
topic again
but with
moreKaligayahan,
concepts. The students
learned it easily. The teacher gave works to do to the students.
7th session
Whebster’s Journal The teacher taught the students their fifth topic. The students had some time
understanding it so the teacher reminded them of the fourth topic and they understood
it. Some who still didn’t get it was taught using peer-tutoring. The teacher gave the
students some works to do.
Oliva’s Journal –
We taught the students on their fifth topic. Some were listening and some were
excited because they wanted to study more on the lesson. The teacher taught the
students an easy way to answer the problem but also with peer-tutoring. The teacher
gave some works to do.
Sarigumba’s Journal –
I taught them their fifth topic which was also related to the fourth topic but they were
still confused. I gave them some techniques on how to easily solve the problems. I
saw that they were excited to learn it because it gives them more knowledge. I gave
them works to do.
Pangadlo’s Journal –
The teacher taught them their fifth topic. The teacher recapped some of the fourth
topic because some were having hard time understanding it. The teacher gave the
students tasks.
Ambros’s Journal The teacher taught the students their fifth topic. The students were having a difficult
32
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem
North
Olympus
Subd.,
Kaligayahan,
Quezon
time understanding
it so theSt.,
teacher
recapped
the fourth
topic
and it ended with
them City
understanding it better. The teacher gave the students seatwork.
7th session summary
The teacher taught the students their fifth topic but with a slight recap on fourth topic
since the students were somewhat confused. The teacher gave the students some
techniques on how to better solve the problem. They taught each other with peertutoring. The teacher gave the students some work to do.
8th session
Whebster’s Journal The students are now introduced to their sixth topic but still focused somewhat on
the fifth topic. The students are excited about the new topic. The teacher gave more
concepts on the fifth topic and gave them works to do.
Oliva’s Journal The students are still taught on the fifth topic with some sixth topic concepts. The
students are listening to the teacher happy. The teacher gave them works to do.
Sarigumba’s Journal The students are now introduced to their sixth topic but I still taught them on the
fifth topic to give them more concepts. The students had some questions on the topic
but I resorted for them to peer-tutor each other. I gave them works to do.
Pangadlo’s Journal The teacher taught the students on their fifth topic again because some still had
questions. The teacher gave some works to the students. Peer-tutoring was done again
for them to understand it better.
Ambros’s Journal -
33
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem
St., North
Quezon City
The teacher taught
the students
on theirOlympus
fifth topicSubd.,
but withKaligayahan,
some slight introduction
to the sixth topic. Many students had questions about the new concepts. The teacher
taught them with peer-tutoring. The teacher gave seatwork to the students.
8th session summary The teacher taught the students on their fifth topic with some introduction the sixth
topic. Many students questioned the concepts because it is deeper. The teacher
resorted to peer-tutoring. The teacher gave the students some works to do.
9th session
Whebster’s Journal The teacher recapped them of the fourth and fifth topic then introduced the sixth
topic. The students listened quietly to the teacher. Some of the students had questions
to the teacher. The teacher gave them works to do but will be continued in the next
session.
Oliva’s Journal The students were reminded of their last topics. Some of the students asked
questions on how to do it so the teacher taught them one-by-one with peer-tutoring
method too. The teacher gave them works but will be continued in the next session.
Sarigumba’s Journal I recapped to them their last topics that were related to their sixth topic. Some
students questioned the concepts but I answered them. The students listened to me. I
gave them works to do but will be continued in the next session.
34
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., Pangadlo’s
North Olympus
Subd.,
Kaligayahan, Quezon City
Journal
The teacher reminded the students of their fourth and fifth topic. The teacher
introduced now to them their sixth topic. The teacher gave them some problems to
solve and some of them got it. Those who didn’t got it was taught with peer-tutoring.
The teacher gave more works but will be continued in the next session.
Ambros’s Journal The teacher recapped the fourth and fifth topic and he taught the sixth topic. The
teacher was asked some questions but he answered them. The students listened to the
teacher. The teacher gave works to do but will be continued in the next session.
9th session summary The teacher recapped them of the fourth and fifth topic and introduced to them their
sixth topic. The students questioned the concept of the topic and the teacher explained
to them. The students taught each other with peer-tutoring. The teacher gave works
but will be continued in the next session.
10th session
Whebster’s Journal The last activity was continued and the sixth topic was discussed again. The teacher
gave the students techniques on how to better answer the problems. The teacher gave
the
students their last activity.
Oliva’s Journal The work was continued in this session. The teacher gave the students methods on
35
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem
St., North
Subd.,
Kaligayahan,
Quezon City
how to solve
the problems
easier. Olympus
The students
were given
their last work.
Sarigumba’s Journal I discussed the last activity again and made them answer it. I gave them techniques
on how to better answer the problems I give and in general. I gave the students on
their last activity. I observed that although there are fast learners and slow learners,
there are students who have deeper understanding and shallower understanding of the
concepts I teach them.
Pangadlo’s Journal The students continued their last activity in the last session. The students were given
techniques on how to easily deal with the problems given. The teacher gave the
students their last activity to do.
Ambros’s Journal The activity was continued in this session. The teacher gave the students on how to
easily solve problems. The teacher gave the students their last work.
10th session summary The last activity was continued. The teacher gave the students techniques on how to
better solve problems. The teacher gave the students their last work. We observed that
although there are fast and slow learners, there are also deeper learners and shallower
learners with each student.
36
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Summary of all sessions
The students were all taught with peer-tutoring in each session. The students were
always given seatwork in each session. It was observed that there are slow learners
and fast learners. The students were given techniques in how to deal with problems
easier. Some students were better in listening and some were not. Some had deeper
understanding and some had shallower understanding, even if there are fast learners
and slow learners.
37
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Chapter V - Conclusions and Recommendations
Conclusions
The pretest and post-test show difference in the performance of students after
sessions, showing that, after all the sessions, the students have improved. The survey
show that Concentration and Difficulty affects the performance of students in
Mathematics. The researchers concluded that peer-tutoring is effective in making
students learn better. The researchers observed that the students gained noticeable
improvements after the sessions. The researchers also noticed that Mathematical skills
can still be improved by just always honing it and therefore concluded it is not fixed.
We also observed that although there were fast learners and slow learners, the
understanding of the concepts is different with each student.
Recommendations
1. Teachers can implement peer-tutoring as a teaching strategy.
2. Future researchers should do more sessions to avoid statistical regression.
3. Future researchers should have more criteria to assess the performance of the
students.
38
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem
St.,anNorth
Olympus
Subd.,
Kaligayahan,
Quezon
4. Future researchers
can do
interview
rather than
a survey
with the subjects
to City
include
more important data and so that it will feel more real with their descriptions.
5. Future researchers should avoid inactive subjects.
References
Dr. Editha T. Vasay, THE EFFECTS OF PEER TEACHING IN THE
PERFORMANCE OF STUDENTS IN MATHEMATICS. Agoo, La Union,
Philippines, 2010
Jenna Di Fatta, B.A., Sarah Garcia, B.S., Stephanie Gorman, B.S., INCREASING
STUDENT LEARNING IN MATHEMATICS WITH THE USE OF
COLLABORATIVE TEACHING STRATEGIES. Saint Xavier University, Chicago,
Illinois, 2009
39
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
APPENDIX A
Math Pre-test
Name:______________________
Signature:______
Grade:_______________
I. Identify if the systems are Consistent, Inconsistent, Dependent.
1. 2x+3y=25
3x+y=5
2. 2x-y=0
2x+y=15
3. 3x-y=1
4. 4x+y=1
8x+2y=2
6x-2y=3
5. 3x+5y=21
2x-y=9
6. x-7y=-2
x+5y=17
7. 3x-2y=1
8. 2x+y=0
3x+y=-1
6x-4y=2
9. 4x+y=3
10. 3x-y=4
2x+y=1
12x+3y=9
II. Solve each system of linear equations, using Substitution
and Elimination method.
1. 3x-y=2
4x+y=5
2. 7x-8y=6
2x+y=5
40
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
3. x+9y=16
2x+y=15
4. 5x+3y=16
x+5y=12
5. 6x-y=3
2x+y=5
6. 2x+7y=5
3x+y=-2
7. 2x-7y=9
x+6y=10
8. 5x+y=4
3x+y=-4
9. 12x-5y=7
4x-y=19
10. 3x+7y=10
3x+7y=8
III. Solve the following problem, Show your solution (1 pt.), Answer (1 pt.)
1. A man withdraws from the bank P675.00 consisting of 5- and 10-peso
bills. If there are 75 bills in all, how many 5- and 10-peso bills are there?
2. The difference of the two numbers is 30. Twice the smaller number
exceeds the larger number by 15. What are the numbers?
3. Mr. Valdez is twice as old as his son. Eight years ago, he was 4 times as
old as his son. What are the present ages of the father and the son?
4. A boat can travel 24km upstream in 4 hours and can travel 36km
downstream in the same time. What is the speed othe boat in still water?
5. Tom and Jerry can do a job in 4 days if they would work together. In a
project, after they have worked for 3 days, Tom got sick, and Jerry
continued doing the job for 4 more days. How many days each of them is
required to do the entire task?
41
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
IV. Solve the permutation problems (Solution 1 pt., Answer 1 pt.)
1.
2.
3.
4.
5.
How many ways can 5 objects be arranged?
How many ways can 7 objects be arranged taking 4 at a time?
How many ways can MISSISSIPPI be arranged?
In a circle, how many ways can 5 persons be arranged?
How many ways can you arrange a group of 9 female and 3 male in
which you need to have F M F pattern?
V. Solve the combination problems.
1. How many combinations can be made from 6 objects taking 3 at a
time?
2. How many combinations can you make to be drawn out of a
high school raffle which includes 10 1st years, 15 2nd years, 12 3rd
years, 15 4th years, in which it should have 2 2nd years and 2 4th
years?
3. How many combinations can there be in a code given it is 3-digits
and counts from 0-9? (Truly combinations)
4. How many combinations can you make if you draw 3 marbles from
a pouch which includes 2 white marbles and 3 red marbles?
5. How many combinations can you make given that there are
6 persons and you have to include them into 4-man groups?
VI. Solve the probability problems.
1. What is the chance of getting a red sock, given that, there are 4 red
socks, 5 blue socks, 3 black socks, if you have already taken 1 blue
sock?
2. What is the chance to get drawn to play against a specific team given
that there are 16 teams, your team included?
3. What is the chance to get picked in a recitation from your teacher if your
class has 27 students?
4. What is the chance to get an Ace of Hearts from a deck of cards given
that you have already drawn a card?
5. What is the chance to draw a winning ticket from a lotto station in which
it includes 6 numbers and numbers range from 1 to 25(numbers cannot
be repeated)?
42
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
APPENDIX B
Skill Assessment in Mathematics
Name: _________________________
Age: ___
Grade Level: ___
This assessment will involve 10 questions that will assess whether you have
low/average/high skill in Mathematics.
1. What are the two numbers that if added, the sum is 25, but when subtracted, the
difference is 10?
2. What is the probability to roll a 6 on a dice?
3. (25*(5+4/2))-5=?
4. (4/n+3)+(4/n-3)=?
5. Jerry has 100 apples and he needs to fit it in his boxes, how many boxes should he
use if each box can contain 3 apples?
6. Jake is deciding if he should get a weekly bus pass, a weekly bus pass cost P100 and
a one-way ticket only cost P10, if Jake commutes using bus every Monday, Wednesday,
Friday, from home to work and work to home, and Jake commutes bus to work only
from Tuesday and Thursday. What should he choose?
7.What is the next term in the sequence? 1, 5, 4, 7, 11, 10, 13, 17,?
8. What is the sum of all numbers from 1 to 100?
9. Let’s say you want to travel on a rowing boat and you only have 7 hours to travel,
but there are 4 passengers including you and the boat can only handle 2 passengers at a
time. If we make the passengers A(You),B,C,D and A takes 30 minutes, B takes 1 hour,
C takes 2 hours, D takes 3 hours and 30 minutes, and the passenger with the slowest
time will indicate the length of traveling, how can you travel all to the other side?
10. A is older than B, B is older than C, C is younger than D. Give all the possible
statements that can be deducted from above.
43
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
APPENDIX C
Survey Questionnaire
Problems why some students are having a hard time in
Mathematics
Name: _____________________________
Age: _____
Grade Level: _____
Directions: Put a check (√) on the box which fits your answer.
Rate 1-5 with 5 being the highest and
1 being the lowest.
1
2
3
4
5
1. Talent
2. Time
3. Hard Work
4. Comprehension
5. Difficulty
6. Reference
Materials
7. Teacher Factor
8. Concentration
9. Perseverance
10. Interest
Signature:
________
44
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
APPENDIX D
Math Post-test
Name: ______________________
Signature: ______
Grade: _______________
I. Identify if the systems are Consistent, Inconsistent, Dependent.
1. 2x+3y=25
2. 2x-y=0
3x+y=5
2x+y=15
3. 3x-y=1
4. 4x+y=1
8x+2y=2
6x-2y=3
5. 3x+5y=21
2x-y=9
7. 3x-2y=1
6. x-7y=-2
x+5y=17
8. 2x+y=0
3x+y=-1
6x-4y=2
9. 4x+y=3
10. 3x-y=4
2x+y=1
12x+3y=9
II. Solve each system of linear equations, using Substitution
and Elimination method.
45
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
1. 3x-y=2
2. 7x-8y=6
4x+y=5
2x+y=5
3. x+9y=16
2x+y=15
4. 5x+3y=16
x+5y=12
5. 6x-y=3
2x+y=5
6. 2x+7y=5
3x+y=-2
7. 2x-7y=9
x+6y=10
8. 5x+y=4
3x+y=-4
9. 12x-5y=7
4x-y=19
10. 3x+7y=10
3x+7y=8
III. Solve the following problem, Show your solution (1 pt.), Answer(1 pt.)
1. A man withdraws from the bank P675.00 consisting of 5- and 10-peso
bills. If there are 75 bills in all, how many 5- and 10-peso bills are
there?
2. The difference of the two numbers is 30. Twice the smaller number
exceeds the larger number by 15. What are the numbers?
3. Mr. Valdez is twice as old as his son. Eight years ago, he was 4 times
as old as his son. What are the present ages of the father and the son?
46
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
4. A boat can travel 24km upstream in 4 hours and can travel 36km
downstream in the same time. What is the speed of the boat in still
water?
5. Tom and Jerry can do a job in 4 days if they would work together. In a
project, after they have worked for 3 days, Tom got sick, and Jerry
continued doing the job for 4 more days. How many days each of them
is required to do the entire task.
IV. Solve the permutation problems (Solution 1 pt., Answer 1 pt.)
6. How many ways can 5 objects be arranged?
7. How many ways can 7 objects be arranged taking 4 at a time?
8. How many ways can MISSISSIPPI be arranged?
9. In a circle, how many ways can 5 persons be arranged?
10. How many ways can you arrange a group of 9 females and 3 males in
which you need to have F M F pattern?
V. Solve the combination problems.
1. How many combinations can be made from 6 objects taking 3 at a
time?
2. How many combinations can you make to be drawn out of a
high school raffle which includes 10 1st years, 15 2nd years, 12 3rd
years, 15 4th years, in which it should have 2 2nd years and 2 4th
years?
3. How many combinations can there be in a code given it is 3-digits
and counts from 0-9? (Truly combinations)
4. How many combinations can you make if you draw 3 marbles from
a pouch which includes 2 white marbles and 3 red marbles?
5. How many combinations can you make given that there are
6 persons and you have to include them into 4-man groups?
VI. Solve the probability problems.
1. What is the chance of getting a red sock, given that, there are 4 red
socks, 5 blue socks, 3 black socks, if you have already taken 1 blue
sock?
2. What is the chance to get drawn to play against a specific team
given that there are 16 teams, your team included?
3. What is the chance to get picked in a recitation from your teacher if
your class has 27 students?
47
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
4. What is the chance to get an Ace of Hearts from a deck of cards
given that you have already drawn a card?
5. What is the chance to draw a winning ticket from a lotto station in
which it includes 6 numbers and numbers range from 1 to 25
(numbers cannot be repeated)?
48
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Curriculum Vitae
Marykenne Ayessa D. Oliva
Contact Info
Contact number: 0916-282-9357
Email: piggybank71@yahoo.com
Personal Info
Birth date: July 26, 2001
Birthplace: Quezon City, Philippines
Age: 18 years old
Educational Attainment
Elementary - Urduja Elementary School (2008-2014)
Junior High School - St. Mary’s School of Novaliches Inc. (2014-2018)
Senior High School - St. Mary’s School of Novaliches Inc. (2018-present)
Achievements
Top 7 during Grade 4 S.Y 2012-2013
49
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Whebster H. Tadique
Contact Info
Contact number: 0927-954-4450
Email: waynetadique@gmail.com
Personal Info
Birth date: September 12, 2000
Birthplace: San Juan, Manila, Philippines
Age: 19 years old
Educational Attainment
Elementary - Kanlurang Mayao Elementary School (2008-2014)
Junior High School - Calayan Educational (2014-2015)
St. Mary’s School of Novaliches Inc. (2015-2018)
Senior High School - St. Mary’s School of Novaliches Inc. (2018-present)
Achievements
N/A
50
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Joshua Paul Z. Sarigumba
Contact Info
Contact number: 0966-863-9541
Email: joshuapaulsarigumba@yahoo.com.ph
Personal Info
Birth date: June 29, 2002
Birthplace: Muntinlupa, Philippines
Age: 17 years old
Educational Attainment
Elementary - St. Mary’s School of Novaliches Inc. (2008-2014)
Junior High School - St. Mary’s School of Novaliches Inc. (2014-2018)
Senior High School - St. Mary’s School of Novaliches Inc. (2018-present)
Achievements
Valedictorian during Grade 11
Salutatorian during Grade 10
Top 1 ISAAL Math Challenge S.Y. 2018-2019
51
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
II Rohbert Yves Saint Laurent C. Ambros
Contact Info
Contact number: 0967-253-9003
Email: rohbertambros8@gmail.com
Personal Info
Birth date: June 13, 2002
Birthplace: Quezon City, Philippines
Age: 17 years old
Educational Attainment
Elementary - Urduja Elementary School (2008-2012)
Junior High School - St. Mary’s School of Novaliches Inc. (2014-2018)
Senior High School - St. Mary’s School of Novaliches Inc. (2018-present)
Achievements
3rd place Math Quiz Bee at St. Mary’s School of Novaliches Inc.
52
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
Aljay C. Pangadlo
Contact Info
Contact number: 0906-209-5867
Email: dapatnaynay_niduelan@yahoo.com
Personal Info
Birth date: September 22, 2001
Birthplace: Quezon City, Philippines
Age: 18 years old
Educational Attainment
Elementary - Kindergarten Elementary School (2008-2014)
Junior High School - Cielito Zamora Memorial High School (2014-2017)
Maligaya High School (2017-2018)
Senior High School - St. Mary’s School of Novaliches Inc.(2018-present)
Achievements
Top 9 during Grade 8 at Cielito Zamora Memorial High school S.Y 2015-2
53
ST. MARY’S SCHOOL OF NOVALICHES
Jerusalem St., North Olympus Subd., Kaligayahan, Quezon City
54