Efficiency of Peer Tutoring For Junior High School Students Thesis

 

EFFICIENCY OF PEER TUTORING FOR JUNIOR HIGH SCHOOL STUDENTS OF PHILSIN COLLEGE RIZAL INC.

 A Research Research Proposal Presented to the Faculty of Senior High School Philsin College Rizal Inc. Teresa, Rizal

In Partial Fulfillment Of the Requirements for the Strand Humanities and Social Sciences - Humss

JUDA MALAICAH C. CENENA PRINCESS VALERIE C. QUIAMBAO JENILYN CARIGMA CHRISTINE BRIOSO CLARISSA GAYAS

OCTOBER 2018

 

  Chapter 1 THE PROBLEM AND ITS BACKGROUND

This chapter present the purpose and background of the study, objectives of the study, hypotheses, theoretical framework, conceptual framework, significance of the study, scopes and limitations and definitions of terms.   Purpose and Background of the Study 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.1  A peer tutoring helps promote friendship, better support of coursework, behavioral and social needs, and an foster a greater sense of belonging and a more inclusive school community. Most school promotes peer tutoring or buddy system program to enhance and develop students in their different skills and knowledge, and also for the students who didn’t understand the lessons if their professor is the one who explaining in front, usually in the areas of academic subjects. Researcher observed that there is a close relationship exists between students, so they’re comfortable to each other to open up with their difficulties. Through the peer tutoring students get to know each other, the social distance

 

between students is reduce and an avenue is provided for helping one another exchanging one ideas discuss peers and realize hopes. Peer mentoring is shown to support effective learning (Bojuwoye et al., 2014). The approach uses students to teach their co-students. This system has achieved remarkable results in schools and has a positive effect on both parties (Grossman & Tierney, 1998). Mentoring is an intervention that has been proven highly efficient and has become popular in recent place. In the study of Rhodes 2001, mentoring relationships has a positive influence in a broad range of outcomes

that

include

improvements

in

peer

relationships,

academic

achievements, and self-concept. Furthermore mentoring has been shown to help students achieve better grades, establish attainable goals and enhance their selfesteem when partnered with caring and supportive mentors. 2 This research determined and find out how effective a buddy system wherein most students understands the lesson better if their co-students teach and explain than the teachers or professors.

Objectives of the Study The general objective of the study is to know the Efficiency of Peer Tutoring in Junior High School Students. Specific objectives:

1. To know the percentage of the students do the buddy system.

 

2. To know how does the buddy system help students. students . 3. To know how effective it is for a student to have have a study buddy. 4. To give knowledge to those individual who is engage and not, in buddy system in school. 5. To determine the acceptability of the peer tutoring system in terms of: 5.1.

Understandability

5.2.

Consistency

5.3.

Efficiency

5.4.

Capability

5.5.

Usability

Hypotheses Some students have a study partner to learn and to develop their relationship with others. The researchers come up with this hypotheses. 1. The inclusion of the student satisfaction is significant. 2. There is a significant relationship between the student to student. 3. Our research will provide system evidence that "peer tutoring" has positive effect on them. 4. There is no significant relation of the effect of buddy system in terms of gender.

 

Theoretical Framework Researchers are trying to attain new views in order to specify how important it is to disregard differences in terms of Peer Tutoring. It is important to understand how the socio-cultural approach of learning emerged. Back in the 50’s Social Constructivists Theory The concept of learning through peer tutoring is based on a social constructivist view of learning that emphasizes the role of the students to generate learning where students coach peers through social interaction within their zones of proximal development (Vygotsky, 1978 as cited Clarkson & Luca 2002). Rather than applying a stimulus/response process, users are actively engaged

in

making

meaning

through

cognitive

accommodation

and/or

assimilation (Piaget, 1969, as cited Clarkson & Luca 2002) Social constructivist approaches can include reciprocal teaching, peer collaboration, cognitive apprenticeships, problem-based instruction, web-guests, anchored instruction and other methods that involve learning with others (Kim, 2001). Holt and Willard-Holt (2000) emphasize the concept of dynamic assessment, which is a way of assessing the true potential of learners that differs significantly from conventional tests. Here the essentially interactive nature of

 

learning is extended to the process of assessment. Rather than viewing assessment as a process carried out by one person, such as an instructor, it is seen as a two-way process involving interaction between both instructor and learner. The role of the assessor becomes one of entering into dialogue with the persons being assessed to find out their current level of performance on any task and sharing with them possible ways in which that performance might be improved on a subsequent occasions. Thus, assessment and learning are seen as inextricably linked and not separate processes (Holt and Willard-Holt 2000). Vygotsky. argued that learning comes about through social negotiation within a cultural context, with language as the primary enabling tool. This social constructivist philosophy has been expanded on recently, introducing the notion of cognitive apprenticeship (Brown, Collins, & Duguid, 1989 as cited Clarkson & Luca 2002) through which students learns in a manner similar to traditional apprenticeships. The students access expertise through mentors, whose role is to facilitate rather than teach, and the aim of learning is to solve realistic and practical problems in an authentic setting. For a peer tutor, this setting is a very realistic human setting. Gust as in traditional apprenticeships, learners engage in activities “on “on the job”  job”  rather than through the didactic teaching of abstract concepts. The argument is that students are better equipped to approach nonfamiliar problems and produce solutions that are appropriate to a given culture. Perry’s Theory of cognitive development  development   Perry’s theory of cognitive development may be seen as an extension of Piaget’s childhood development model. A key concept of any theory of cognitive

 

development, and one that is frequently lost in such conversations, is that cognitive development may be understood as the way individuals make meaning of the world world around them. The critical distinction here is between how a person thinks and what they are actually thinking about. In employing cognitive development theory, it is essential to focus on the “ho how” w” rather than the “what”. The context in which Perry developed his model is also important to recognize, particularly because of its distinctions with contemporary campus life. He developed his theory while working as a professor professor at Harvard during the 1950’s and 1960’s (Love & Guthrie, 1999 as cited Clarkson & Luca 2002). 3 

Conceptual Framework  The conceptual framework of this study is based on Co omb’s IPO model, which consists of the Input, Process, and Output. It shows the flow of the study and how the researchers come up with the chosen topic. Input contains variables and materials that the researchers will use to conduct the study; (1) Information regarding the advent number of students who engage to Buddy System (2) Questionnaire Checklist which will contain the profiles of the respondent. Process contains procedures or the steps that the researchers undergone in order to gather data; (1) Distribution of questionnaires, (2) Following up the respondent, (3) Gathering the Questionnaires, (4) Computation and Analysis, and (5) Validation of Data.

 

 

And Output contains the Efficiency Efficien cy of Buddy System for Junior High Students

of Philsin College Rizal Inc. Arrows indicate the step-by-step process that the researchers will follow.

Feedback refers to the conclusion of the researchers that will help future researchers who will conduct researches with the same topic as this. The figure 1 below shows the complete concept of this framework

• instruments • questionnaire Input

• respondents Implementation • Execution • Evaluation, Computation and Analysis of Data • Validation of Data •

Process

Output

• Efficiency Of Peer Tutoring In Junior High School Students Of Philsin College Rizal Inc.

  FEEDBACK 

FIGURE 1

 A Conceptual Conceptual Framework Framework for Efficiency Efficiency of Buddy Buddy System System for Junior Junior High High School Students of Philsin College Rizal Inc.

 

 

Significance of the Study The findings which the study will reveal, may benefit certain groups, and the benefits they may be able to gain as follows: Students - It is important to students to know the efficiency of peer tutoring to know how it works in their lives. Teacher – Teacher  – It  It is important to teachers to know the efficiency of peer tutoring and to know the capacity of the students and how they enhance their skills in teaching.

Future researcher – researcher  –   It’s important to future researcher   to know the efficiency of peer tutoring, it can give them information, knowledge and ideas.

Scope and Limitations This study determined the effectiveness of peer tutoring in school. The study confined itself to the identification of the Efficiency of Buddy System for Junior High School Students of Philsin College Rizal Inc., that have a experience in having a study partner as a respondents. The scope of the study is based on the comparative analysis of peer tutoring and teaching strategy on academic performance of Junior High School Students. The research work will be limited to the analysis based on the achievement test, and

 

relevant text literature. Other limitation of the study is, inability of the researcher to cover the entire population of the study. Definition of Terms Buddy System  –   –  an arrangement in which two people are paired and operate together or help each other. Peer Mentoring  –   –  is a supportive relationship between two people, sharing experience, knowledge, ideas and thoughts to develop skills that will help them. them.   Self-concept – Self-concept  – refers  refers to how individual thinks and perceive themselves.

Self-esteem –  –  a person’s overall thinks or sense of self -worth -worth or personal value. Self-esteem Foster  –  –   encourage or promote the development of something or someone, and sharing nurture. Efficiency  –  –   refers to measurable concept and quantitatively determined by the ratio of useful output to total input.  input.   Tutees – Tutees  – a  a person who is being tutored. Tutors  –  –   a person charged and provide assistance to one or more people on certain subject areas or skills. Peer Tutoring  –  –   is a form of strategy or technique wherein students are paired together to practice academic skills.

 

  Chapter 2 REVIEW OF RELATED LITERATURE Local Review Related Literature of the Study

Buddy System as an Intervention Strategy to Enhance Science Research Skills (Hazel R. Balan) One of the engagements that students do to explore and explain science concepts is through science investigatory projects. These hands-on and mindson activities provide students with practical experience in applying the scientific method that helps stimulate their interest in scientific inquiry. The conduct of investigatory projects is regarded as an inquiry-based learning of the scientific method (Jugar, 2013). As Novak (2002) stressed, a better understanding of the scientific concepts means to engage actively in meaningful learning, to seek how new concepts can relate to prior knowledge, and use new conceptual understanding to explain. Peer mentoring or buddy system is shown to support effective learning (Bojuwoye et al., 2014). The approach uses older students to teach their younger counterparts. A more qualified student plays as the peer mentor to the new student (Bozeman & Feeney, 2007). This system has achieved remarkable results in schools and has a positive effect on both parties (Grossman & Tierney, 1998). Peer mentoring model adds value to existing support in high schools (Brady et al., 2014).4 

 

  “Bio Buddies” Peer Tutoring as an Instructional Strategy Strateg y (Pat Romano, joan walker) Peer-tutoring is such an instructional strategy which provides small group, intense, focused instruction that allows students an opportunity for active responding and immediate student feedback. In peer-tutoring groups, teachers assign students to tutoring dyads, matching higher and lower performing readers into pairs. Fuchs, Fuchs, and Burish (2000) at Vanderbilt University collaborated with local school districts to develop a specific peer-tutoring instructional strategy entitled Peer-Assisted Learning Strategies (PALS). To motivate students and keep them on task, competing tutor-tutee teams can be assigned with students earning some reward (such as points) for their work. Through peer-tutoring, both tutor and tutee can learn how to ask questions, determine correct responses, and provide corrective feedback (Schloss et al., 2007). Peer-tutoring was originally designed to improve the reading performance of high-, average-, and lowperforming students including SWD at the elementary school level (Fuchs & Fuchs, 2000). A decade of quantitative research comparing peer-tutoring with traditional direct teacher instruction (control group) has shown statistically significant gains in reading  comprehension and reading fluency in this group of students.5  Do Reading Buddies Have a Positive Effect in the Reading Skills of FirstGrade Students By Megan Eyden ; September 26, 2017

 

 

Reading buddies can have a positive influence on young readers.

Sometimes a reading buddy can help a struggling reader stay interested, and sometimes having a buddy can help make reading fun instead of seeming like a chore. Since reading skills will affect every aspect of your child's learning, anything that has a positive impact is worth exploring. The other positive side is that when an older child or teen is a reading buddy,

the

buddy

Comprehension

benefits

because

as

well.

reading

Increase

in

comprehension

Vocabulary and

and

vocabulary

development will affect a student throughout her academic career, any gain would be considered valuable. According to a study published in 1995, individual intervention paired with a reading buddy program accelerates a student's vocabulary level for significant changes in reading comprehension. Because a child's first-grade vocabulary level is an indicator of 11th grade reading performance, early intervention for struggling readers is critical. 6

Foreign Review Related Literature of the Study

New 'buddy' system for Oxford University's working  class students  (Camilla Turner and Tony Diver) 30 AUGUST 2017  Oxford University has announced a new “buddy” system for working class undergraduates, after the student union said that they were being left to fend for themselves. The Class Act campaign, set up by the student union earlier

 

this year, is inviting inviting freshers to sign up for a “buddy”, who will be fellow working class student, so that they can discuss their “class“class -related worries”. These could include concerns about black tie events, subfusc  –   –  the formal attire and gowns students are expected to wear for exams  –   –  and not feeling “posh” enough, according to the Class Act committee. The campaign aims to represent those who “self -identify as working class” which could include those from low income households, state comprehensive schools, or families where they are the first to go to university.7  The Buddy System (Eleanor O'Brien, December, 2016)

The International Buddy System first began in 2013 as an initiative from the Trinity Business School to help exchange students integrate with Trinity students on an academic and social level by providing them with a Trinity student as a ‘buddy’. It is a separate initiative to the established society of Student2Student and focuses largely on social events. Since the earlier days of its conception the Buddy System has gone from strength to strength incorporating not just students in the Business School, but also those in the Schools of Social Sciences, including Economics, Political Science and Sociology. Many of the Trinity students who volunteer as buddies have spent time abroad during their third year, which gives them the necessary perspective to help with the issues that they themselves once experienced, such as making friends in a foreign country and finding places to socialise. The benefit to the Trinity students, although many are busy in final year, is the opportunity to mix with other cultures and gain a different perspective on Trinity College. Things the

 

students here take for granted or assume to be normal are often questioned by exchange students. However, the excellent reputation of Trinity worldwide is often highlighted as a deciding factor in the exchange students’ decision to study here.8 

Impact

of

the

Reading

Buddies

Program

on

Reading

Level

and

 Attitude Towards Reading Reading (Hayley Dolman)

The Reading Buddies program was a new program in 2011 at Grande Prairie Public Library. This Thi s program pr ogram is modelled on the th e Partners Partn ers in Reading program that took place at this library from 1990 to 2008. In 2011, the program was adapted to reflect the current needs of the community. The Summer Reading Gap  There are few who doubt the importance of the ability to read. Reading is necessary for success in a world in which text is a major medium for communication. Children who are fluent readers will be more successful in school and as adults, but attaining that level of reading ability requires practice (Ross, 2006). As elementary students, children will naturally learn lear n at different rates and be subject to outside influences such as socio-economic status and family literacy.  As Heyns Heyns (1978) initially initially pointed out, public libraries are in a unique position to address the summer reading gap. Not only are they open during the summer, but libraries have been offering variations of the summer

reading

program

for

over

a

century (Roman

et

al.,

 

2010). Heyns’s Heyns’s   (1978) study found that children who participated in summer reading programs gained more vocabulary than children who did not, regardless of socioeconomic status, gender, or number of books read. Roman et al. (2010) recently conducted a large-scale

longitudinal

study, comparing

students who participated in summer reading programs at libraries with students who did not. Overall, this study showed that children who participated in voluntary summer reading programs increased their reading levels more than children who did not. Reading Partner Programs  There have been a number of studies on tutoring programs for reading skills. Many of these programs took place in schools and run throughout the school year (Block & Dellamura, 2001; Burns, Senesac, & Silberglitt, 2008; Fitzgerald, 2001; Gattis et al., 2001; LaGue & Wilson, 2010; Marious, 2000; Paterson & Elliott, 2006; Theurer & Schmidt, 2008; Vadasy, Jenkins, Antil, Wayne, & O’Connor, 1997).  1997).  Several programs specifically targeted students at risk of reading failure (Burns et al., 2008; Fitzgerald, 2001; Gattis et al., 2001; LaGue & Wilson, 2010; Paterson & Elliott, 2006; Vadasy et al., 1997).  Fitzgerald’s (2001) study of a tutoring program compared co mpared a group of students who received tutoring for a full term and students who were tutored for less than the full term. The students who were tutored for the full term showed higher gains in reading ability. Reading Abilities and Attitudes 

 

 

Reading Buddies aims to improve children’s reading abilities, but also to

instill a positive attitude about reading. The two factors are intricately related. It seems that students who have a negative attitude about reading are less likely to read voluntarily and will read less overall than their reading-positive companions (Sainsbury & Schagen, 2004). The Dominican Study (Roman et al., 2010) revealed that most librarians perceived that their programs had a positive effect on

students’

reading

levels

and and

attitudes

about

reading. Block

and Dellamura (2001) also al so observed obse rved that tha t children childr en placed pl aced a higher value valu e on reading at the end of their tutoring program. However, the students’ attitudes about reading were never directly tested in either program. 9

 

  Notes

https://council-for-learning-disabilities.org   1. https://council-for-learning-disabilities.org 2.

Bojuwoye,O., Moletsane, M., Stofile, Molla, Molla, N., & Sylvester F, (2014).Learners experiences of learning support in selected western cape schools. South African Journal of Education 34(1), 115.

3. http://www.academia.edu 4. http://dx.doi.org/10.7828/jmds.v4il.850 5. http://digitalcommons.uconn.edu/nera_2010/3 http://digitalcommons.uconn.edu/nera_2010/3   6. https://classroom.synonym.com https://classroom.synonym.com   7. https://www.tcd.ie https://www.tcd.ie   8. https://www.telegraph.co.uk https://www.telegraph.co.uk   9. https://journals.library.ualberta.ca https://journals.library.ualberta.ca