RUNNING HEAD: PEER TUTORING PROGRAMS

Relationship Between Peer Tutoring Programs in Enhancing Learning Outcomes

of Grade 11 Students at MNHS – Camaya Campus

by

Cyrus F. Reyes

Mariveles National High School – Camaya Campus

Kiesun Angeles Bargado

January 2023
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CHAPTER 1: PROBLEM AND ITS SETTING

Introduction

According to Cotton (2002), a list of proven instructional and administrative practices suggests

some of the actions teachers and schools can take to enhance student learning and other

outcomes. Peer tutoring, with its focus on monitoring, support, and corrective feedback,

represents specific means of implementing these practices.

The research provides convincing evidence that tutoring is a successful strategy for meeting the

needs of students who perform inadequately in class. Additionally, according to the research,

tutoring programs need to have an established objective in order to guide their tutors' decisions.

This guiding purpose ought to emphasize the diagnostic and prescriptive interaction that results

naturally from tutoring; People of all ages and educational levels can be effective tutors after

receiving the necessary training; Due to their individualized nature, tutoring sessions need to be

continuously evaluated to ensure the day-to-day integrity of the intervention; logistical issues

like the availability of materials, instructional space, and session times should also be taken into

consideration. (Snow, 2013)

Peer tutoring is a flexible, peer-mediated strategy that involves students serving as academic

tutors and tutees. Typically, a higher performing student is paired with a lower performing

student to review critical academic or behavioral concepts. (Team, 2012)

Peer tutoring is an instructional strategy that consists of student partnerships, linking high

achieving students with lower achieving students or those with comparable achievement, for

structured reading and math study sessions. (Miller, 2003)

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Background of the Study

In our technologically and literately dependent culture, reading is usually thought of as a survival

skill. Individuals who have trouble learning to read are significantly more likely to experience an

array of adverse effects, such as academic failure, unemployment, and placement in special

education. As a result, those who struggle to read effectively will probably use up more of

society's resources. In a small Canadian metropolis, the authors investigated the outcomes of a

district-wide (school-wide) implementation of a well-validated peer-tutoring reading intervention

in students. The findings show that almost all students gradually increased their reading fluency.

However, those who are most at risk for poor outcomes, such as those who are poor and those

who have learning difficulties. (Jones et.al., 2009)

Similar goals are pursued by the tutoring system used at national universities in Japan. The

system is thought to be a workable option for providing educational assistance, in spite of the

literature highlighting a number of its flaws. In order to identify the key elements influencing

program effectiveness, this study qualitatively analyzed the data from 38 interviews with tutors,

international student tutees, and administrators. Following a thorough analysis of the data,

several key themes regarding the efficacy of tutoring developed, and differences between tutors

and tutees' perceptions of their involvement in the system was identified. Although tutees

frequently concentrated on the interpersonal relationship, tutors were more worried about their

tutoring abilities. The implications of the results for improving peer-pairing programs to better

meet the needs of students are discussed. (Lassegard, 2008)

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In Japan, as in other countries with substantial immigrant populations, there is an increasing

interest in students from culturally and linguistically diverse backgrounds who struggle

academically and behaviorally. Due to a lack of appropriate and comparable assessments, the

causes of the issues remain unclear. (Konda et al., 2015)

Academic performances across India’s schools have slipped below the 2017 levels, except in

Rajasthan and Punjab, an indication of the widening learning gap caused by pandemic-induced

disruptions. The National Achievement Survey, 2021, was based on tests at 1.18 lakh schools in

720 districts. Understanding of math, science, language, and social sciences was tested in the

survey. Punjab, Haryana, Rajasthan, and Chandigarh all outperformed the national average in

2017. The bottom-ranking states included Uttar Pradesh, Meghalaya, Telangana, and Tamil

Nadu. Students' learning levels were evaluated using a variety of indicators that varied by grade.

Students in class III were required to read brief texts aloud and complete simple daily math

problems using three-digit numbers. Mathematical applications included asking class VIII

students to compute the values of squares, square roots, cubes, and cube roots of numbers. Their

understanding of Constitutional fundamental rights was also tested in the survey. (Desk, 2022)

Over the past two decades, inadequate funding for primary education in Mali has harmed the

educational outcomes of the schools. Several studies on school funding that were carried out in

Mali at the same time keep bringing the negative effects of inadequate school funding on

educational quality to the attention of those involved in the schools. After several decades, the

portion of the GDP that is devoted to the education sector keeps growing, outpacing the state's

ability to pay for it, resulting in an impact on the standard of instruction in Mali's public primary

schools. (Sidibé et al., 2022)

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Philippine educational standards have deteriorated sufficiently poor that among 87 nationalities

analyzed, Filipino children are the least proficient in reading, math, and science. The Programme

for International Student Assessment (PISA), Trends in International Mathematics and Science

Study (TIMSS), and Southeast Asia Primary Learning Matrics (SEA-PLM) are three

international organizations that rate the academic performance of students.

DepEd’s own National Achievement Test (NAT) shows that Filipino students fall below the

minimum proficiency score of 75 percent. Students clocked in an average score of only 37.43

percent across all subjects in critical thinking, information literacy and problem solving. That’s

about 50 percent of the minimum passing score. Meanwhile, Grade 10 students posted an

average score of 45.33 percent. (Masigan, 2021)

Individual difference cannot be neglected at any stage of human learning. Therefore, teachers

should design learning activities that can better address the individual needs of students. Some

need-based learning activities are discussion, group work, private tuition, mentoring and peer

tutoring. These methods are usually adapted to enhace students’ learning. (Ullah, Tabassum, &

Kaleem, 2018)

Peer tutoring is a teaching strategy where a group of students interact to help each other’s

learning by one student occupying the role of tutor and the other the role of tutee. Usually peer

tutoring involves the linking of intelligent students with less-intelligent ones. Peer interaction

among children is useful in learning new skills, knowledge and solutions to each other’s

problems by playing, talking, quarreling and sharing ideas. (Ali, N, 2015)

Peer tutoring allows for higher rates of student response and feedback, which results in better

academic achievement. It also creates more opportunities for students to practice specific skills,

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which leads to better retention. The student tutor gains a deeper understanding of a topic by

teaching it to another student. Students involved in peer tutoring generally show a more positive

attitude toward learning and develop self-confidence. (Ilieva, 2022)

Being capable to manage and plan learning experiences, collaborate with others, provide and

receive feedback on their activities, and ultimately assess their own learning are all skills that

students can develop with the aid of peer tutoring. Peer tutoring is now of greater significance

than at any point before, and it is currently an essential aspect of many disciplines and courses

across the globe.

According to Austin and Eisenkopf , Peer tutoring benefits student learning, motivation, and

socialization. Peer tutoring has been proven to be successful in fostering the creative thinking

and problem-solving abilities of both tutors and tutees. Because it is interactive, peer tutoring

gains an understanding of the tutees' mental capacity and conceptual understanding of the subject

through tutoring. If the tutor and tutees participate in meaningful activities and collaborative

work within a planned and structured program, results are very successful.

Statement of the Problem

This quantitative research investigation's primary objective is to investigate the link between peer

tutoring programs and improved academic performance for senior high school students at the

MNHS – Camaya Campus. This research specifically aims to give answers to the following

important questions:

1. Do the relationship between peer tutoring involvement and academic outcomes depend on

particular demographic criteria, such as:

a. age,

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b. sex,

c. strand,

d. section, and

e. prior academic performance?

2. Do peer tutoring programs have a distinct influence on students in different academic fields

or topic areas?

3. How do peer tutoring programs' efficacy correlate to the outcomes of their actual academic

efforts?

4. Is there a significant relationship between peer tutoring programs and learning outcomes of

grade 11 students at MNHS – Camaya Campus?

Scope and Limitations

This quantitative study will only be done at the MNHS – Camaya Campus and will focus solely

on senior high school students enrolled in Grade 11. To examine the relationship between peer

tutoring initiatives and academic performance during this time period, the study will focus on a

specific academic year, from August to November.

Peer tutoring programs at MNHS - Camaya Campus will be assessed as part of the study. It is

going to examine at how these initiatives are being carried out, for how long, and how intensely.

Standardized assessment scores and quiz results across a variety of subjects will be used as the

main outcome indicators for learning outcomes, with an emphasis on applied academic

disciplines.

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The study will look at demographic factors such as age, sex, strand, section, and prior academic

performance, to see if they may contribute to moderating the relationship between peer tutoring

involvement and academic outcomes.

The findings of this research may be constrained in their generalizability beyond MNHS -

Camaya Campus owing to the specific geographical and educational setting. Extrapolation of

results to other schools or regions should be done with prudence.

The results of the investigation may be influenced by gathering data limitations, such as the

accessibility of past academic records and the reliability of participant self-reported information.

External factors such as modifications to the curriculum, methods of instruction, or external

assistance may also have an influence on academic outcomes, and these will not be completely

accounted for in the research.

The scope of the research may be limited by available resources, such as time as well as access

to participants, limiting the depth of analysis and the ability to conduct subsequent studies.

Regardless of these limitations, the purpose of this quantitative research is aimed at offering

valuable insights into the relationship between peer tutoring programs and improved educational

outcomes at MNHS - Camaya Campus, providing a foundation for further study and possible

enhancements in educational practices within this particular setting.

Research Hypothesis

Peer tutoring programs offered by MNHS – Camaya Campus for senior high school students will

result in an increase of educational outcomes in terms of Grade Point Average (GPA).

.Alternative Hypothesis (HI):

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Participation in peer tutoring efforts has a statistically significant link with enhanced educational

outcomes for senior high school students enrolled at MNHS - Camaya Campus.

Significance of the Study

This research is essential to a variety of stakeholders as well as teachers, administrators,

policymakers, parents, and students themselves. The significance of the study is as outlined

below:

Teachers: Recognizing the possible link between peer tutoring programs and improved

academic outcomes provides an opportunity to improve the overall quality of education at

MNHS - Camaya Campus. If beneficial relationships are found, this study may support the

implementation and improvement of peer tutoring programs as a worthwhile educational

intervention.

Students: Senior high school students studying at MNHS – Camaya Campus is the main

benificiaries of this research. If a significant relationship between peer tutoring involvement and

improved educational outcomes is established, it could encourage students to take an active role

in their learning by means of collaboration mechanisms.

Administrators: Policymakers and school administrators can benefit from research by providing

resources effectively to programs that have previously been shown to increase student

performance, possibly leading to more efficient use of school resources.

Parents: Guardians can learn about the role of peer tutoring programs in the development of

their kid's educational journey. This knowledge can guide conversations about how parents can

contribute to their child's academic progress and inform parent-teacher collaborations.

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Future Researchers: Young researchers may use this study for future references. It can be

beneficial to them in terms of using this research as a guide if they would like to conduct a study

with the same topic but with different locale, and respondents.

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CHAPTER 2: THEORETICAL FRAMEWORK

Relevant Theories

Cognitive Theory

The cognitive theory of Piaget provides a fundamental framework for comprehending the

learning process. According to Piaget, learning is a dynamic process of reconstruction that takes

place within the human mind rather than just being a result of outside influences. He proposed

that each person has particular intrinsic skills and ideas, and that these inborn qualities cooperate

with outside knowledge. New and unique knowledge is produced as a result of the fusion of

internal and external knowledge sources. In essence, learning is a proactive, positive process in

which people assimilate and integrate new knowledge into their pre-existing cognitive

frameworks.

As it acknowledges that both the tutor and tutee experience growth and development throughout

the peer tutoring process, Piaget's cognitive theory also sheds light on the dynamics of peer

tutoring. This development takes place as the tutor imparts their expertise and the tutee actively

interacts with that knowledge, advancing their cognitive development. Peer interaction is a

collaborative effort that benefits both parties; it is not a one-way street. Furthermore, this theory

acknowledges that learning is an equilibrating process rather than a linear one. Equilibrium is

reached when both the tutor and tutee are happy with their information exchange and discover

that they are operating at the appropriate level of cognitive challenge.

Peer tutoring has been shown to improve more than just cognitive development. The growth of

other crucial abilities and skills, such as effective communication abilities, self-assurance, and

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motivation, in both tutees and tutors, is also covered by Piaget's theory. This highlights how peer

tutoring is a holistic process that fosters personal and interpersonal development rather than

simply imparting knowledge, which is important for current research on peer tutoring.

Fundamental Conviction

The fundamental conviction that peers, adults, and teachers' active participation are crucial

components of the learning process forms the basis of Vygotsky's sociocultural theory of

learning. Lev Vygotsky, a Russian psychologist, is credited with developing this theory, which

holds that education is fundamentally a social and cultural activity. In this framework, the

importance of teachers, adults, and peers in a student's educational journey cannot be overstated.

Vygotsky emphasized that people with more knowledge, intelligence, or experience can

significantly help the learner build knowledge.

Vygotsky argued that social interactions between students have a significant impact on learning

because learning is not a solitary activity. A student's interactions with people who are more

knowledgeable or experienced in a given field provide a fertile environment for learning new

information and developing new skills. Teachers, for instance, are crucial in helping students

transition from their current level of understanding to a more advanced one by guiding and

supporting them throughout the learning process. Peers who may be more knowledgeable about a

particular concept can also be a valuable resource in the learning process. This is frequently

accomplished through cooperative learning activities where students come together to build

knowledge together.

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Zone of Proximal Development

The Zone of Proximal Development (ZPD), which is the gap between what a learner can do on

their own and what they're able to do with guidance or assistance, is a crucial concept in

Vygotsky's theory. It is in this region that learning is most effective. When adults or peers with

more experience than the learner offer support and direction within the ZPD, they foster an

environment that is favorable for a learning dialogue to flourish. Through questioning, seeking

clarification, and exploring new ideas, the learner is able to deepen their understanding of the

topic at hand.

ASK Model

According to ASK Model by Feisel, in the field of education, tutors play a crucial role. They are

frequently seen as coaches who lead and encourage active participation among their students,

thereby fostering a learning environment. This coaching method is essential for guiding learners

through the complex web of learning new information and skills. The delicate balancing act

between providing the right amount of challenge and conditional support is essential to this

process. Finding this balance is a tricky task that depends on a tutor's expertise, their disposition,

and their skillful communication. These factors work together to determine the ideal balance

between challenges and support that promotes efficient learning.

Effective tutoring is built on knowledge. As the guardians of knowledge for their students, tutors

are expected to have a thorough understanding of the subject. When shared effectively, this

knowledge establishes boundaries and establishes the conditions needed for the learning process

to flourish. It is crucial to remember that while important, knowledge and attitude are not

sufficient on their own to promote the best learning. Effective communication abilities are also

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essential. The tutor's capacity to impart knowledge, provide direction, and foster a learning

environment where students feel at ease and motivated to learn all play a significant role in the

quality of the tutoring interaction.

Tutors should, at the very least, be deeply passionate about what they are teaching and

understand more about it than their students do. These characteristics serve as the cornerstone of

a productive tutor-student relationship. Further developments in attitude or knowledge may not,

by themselves, have a significant effect on the quality of the interaction beyond these

fundamental components. The degree to which knowledge and attitude translate into an engaging

and fruitful learning experience ultimately relies on the tutor's abilities, which include effective

communication, pedagogical skills, and the capacity to adapt to the particular needs of each

student. As a result, the tutor's skills are what shape and improve the overall quality of the

tutoring relationship, even though knowledge and a positive attitude provide the framework.

Peer tutoring benefits student learning, motivation, and socializing, according to researchers

notably Austin and Eisenkopf . Peer tutoring has been proven to be successful in fostering the

creative thinking and problem-solving abilities of both tutors and tutees. Because it is

participatory, peer tutoring gains knowledge of the tutees' mental capacity and conceptual

understanding of the subject through tutoring. As the tutor and tutees participate in meaningful

activities and collaborative work within a planned and structured program, results are very

successful.

According to Jo and Almarzouqi, a peer in the form of a tutor may not always provide

appropriate scaffolding, and the reasons for this include the tutors' inadequacies in terms of

knowledge and experience, which typically occurs when the tutors are inexperienced. Lee,

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Leung, and Bush therefore concur that students serving as tutors should receive appropriate

training for the tutoring activity.

Related Literature

According to a study of Lassegard (2008), As universities keep seeking for ways to improve the

quality of their services and the outcomes for tutees, the use of a peer tutoring program in the

extracurricular education of students in higher education has spread all through the world.

Research studies on universities' efforts to give students a variety of learning opportunities have

shown that peer tutoring programs, in particular those that have been implemented, have proven

to be a valuable experience and resource for both tutors and tutees. Lassegard also discovered

that there were programs at a number of institutions that involved peer academic tutoring in a

particular field. Typically, these programs took place at independent learning centers within

universities.

An approach conducted by Hall & Stegila (2003) states that peer tutoring method known as

cross-age tutoring pairs up students from various ages, with older students portraying the role of

tutor and younger students acting as tutee. Applying cross-age tutoring with pupils who have

different struggles has been successful. The tutors are generally left to their own devices in

regard to assisting the tutee. When peer tutoring is seen as a system, each peer tutoring concept

must be explicitly explained to and taught to both tutors and tutees. When the impacts on tutors

were examined, the researchers discovered a modest but substantial influence on academic

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outcomes and self-concept, as well as a significantly bigger effect on attitudes regarding the

subject matter.

The majority of peer programs prioritize content, while some programs don't target high-risk

courses rather than high-risk students in an effort to mitigate dropout rates. Merely teaching

peers the substance of the curriculum; peers are trained in modeling, counseling, and facilitation.

The application was put into action using a thorough manual by the creators. Exchanges between

tutors vary from formal. Teaching in the LRC of the dorms encourages information sharing in

social situations, demanding that concepts be highlighted. (Colvin, 2009)

Use of management and instruction methods that have been shown by research to be successful

constitutes best practice. The creation of a peer tutoring procedure that builds on successful

teaching methods and streamlines tutor-tutee interactions is the most crucial step in the planning

process for a peer tutoring program. Wright (2004) created a peer tutor training manual that

included instructions for selecting and training tutors, running a cross-age peer tutoring program,

and keeping track of treatment integrity. Most of those who participated in the interviews said

that having a tutor was beneficial and that they benefited from the tutor's help. In terms of the

interaction between the tutor and tutee, the tutor has to create an atmosphere that makes the tutee

feel like a friend.

Tutor Interviews

Tutors must be selected from graduate students, teachers' recommendations, or self-

recommendations. The candidates must first pass a document inspection before going to an

interview to demonstrate their competency and passion as well as their knowledge of the peer

tutoring program and their experiences with course tutoring. During interviews, tutors are asked

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about their tutoring practices, the advantages they see in tutoring, their attitudes about the tutor-

student connection, and their suggestions for how to make the peer tutoring program better. The

human resource database for tutors was also developed in this manner.

Related Studies

The use of peer tutoring specifically to improve performance in statistics courses has been

investigated in a few previous studies. One study found that when undergraduate students in a

research design and statistics course utilised peer tutoring, along with other active learning

techniques, they performed significantly better on a statistics examination as compared to

students who did not utilise those active learning strategies (Helman & Horswill, 2002).

A relationship between students who attended more peer tutoring sessions and higher statistics

course final grades was also found (Laher et al., 2007). Similarly, other studies have reported a

positive impact of undergraduate student participation in collaborative learning, a component of

peer tutoring, on statistics course performance (Carlson et al., 2016; Curran et al., 2013).

Studies have reported a positive relationship between peer-assisted study sessions (PASS)

attendance and course grades for undergraduate science students in statistics courses (Miller et

al., 2004). PASS, a form of collaborative learning that targets students in first year courses

(Miller et al., 2004), allows peer facilitators to redirect questions back to student attendees to

encourage group discussion, to guide students to find answers themselves, and to promote self-

regulated learning (i.e., monitoring and controlling of one’s own learning processes through a

recursive, adaptive, and dynamic cycle.

Experimental research design is a framework of protocols and procedures created to conduct

experimental research with a scientific approach using two setPsychological variables have also

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been explored in relation to course performance. Increased student help-seeking behaviour

corresponds to better performance in STEM courses (Horowitz, Rabin & Brodale, 2013;

Karabenick, 2003; Sun, Xie & Anderman, 2018; Szu et al., 2011).s of variables. Herein, the first

set of variables acts as a constant, used to measure the differences of the second set. The best

example of experimental research methods is quantitative research.

Peer tutoring improves undergraduate students’ academic performance (Cantinotti et al., 2017;

Harlow et al., 2002; Helman & Horswill, 2002; Laher et al., 2007; Miller et al., 2004), statistical

conceptual knowledge (Budé et al., 2011), self-concept (Leung et al., 2005) and satisfaction

(Stone et al., 2012). Interventions similar to peer tutoring (e.g., learning communities, peer

learning groups, co-operative learning, and peer assessments) have yielded similar positive

results (Carlson et al., 2016; Curran et al., 2013; Sun et al., 2015).

Related Paradigm

Input Process Output

 Profile of Students Collection and analysis of Profiles of students and

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Definition of Terms

Cross Age: a delivery method that trains teens to teach younger peers.

Crucial: important or essential as resolving a crisis.

Flourish: to grow or develop in a healthy or vigorous way, especially as the result of a

particularly favorable environment.

Framework: is a real or conceptual structure intended to serve as a support or guide for the

building of something that expands the structure into something useful.

Holistic: encompassing the whole of a thing, and not just the part.

Impart: to give, convey, or grant from or as if from a store.

Initiative: the ability to assess and initiate things independently.

Scaffolding: an instructional practice where a teacher gradually removes guidance and support as

students learns and become more competent.

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CHAPTER 3: RESEARCH METHODOLOGY

Research Design

The research design refers to the overall strategy that you choose to integrate the different

components of the study in a coherent and logical way, thereby, ensuring you will effectively

address the research problem; it constitutes the blueprint for the collection, measurement, and

analysis of data. The present study utilized quantitative research methodology. Quantitative

research is the process of collecting and analyzing numerical data. It can be used to find patterns

and averages, make predictions, test causal relationships, and generalize results to wider

populations (Bhandari, 2023). Quantitative research design is the most suitable research design

in this study because we are expecting outcomes from numerous respondents, to know their

perspectives, and to show relationships using tables, graphs, charts, etc.

Experimental research design is used for this study. Experimental research design is a

framework of protocols and procedures created to conduct experimental research with a

scientific approach using two sets of variables. Herein, the first set of variables acts as a constant,

used to measure the differences of the second set. The best example of experimental research

methods is quantitative research. (Sirisilla & Sirisilla, 2023)

Population and Sampling

Research Instrument

Data Gathering Procedure

Data Analysis

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