EFFICIENCY OF PEER TUTORING FOR JUNIOR HIGH SCHOOL STUDENTS

OF PHILSIN COLLEGE RIZAL INC.

A 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 self-

esteem 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.

3. To know how effective it is for a student to 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 the job” rather than through the didactic teaching of abstract

concepts. The argument is that students are better equipped to approach non-

familiar problems and produce solutions that are appropriate to a given culture.

Perry’s Theory of cognitive 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 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 “how” 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 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 Coomb’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 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
Process
• Validation of Data

• Efficiency Of Peer Tutoring In Junior High School Students Of

Philsin College Rizal Inc.
Output

FEEDBACK

FIGURE 1

A Conceptual Framework for Efficiency of Buddy System for Junior 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 – 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 – 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.

Self-concept – refers to how individual thinks and perceive themselves.

Self-esteem – a person’s overall thinks or sense of self-worth or personal value.

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.

Tutees – 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 minds-

on activities provide students with practical experience in applying the scientific

method that helps stimulate their interest in scientific inquiry. The conduct of

investigatory projects is regarded as an inquiry-based learning of the scientific

method (Jugar, 2013). As Novak (2002) stressed, a better understanding of the

scientific concepts means to engage actively in meaningful learning, to seek how

new concepts can relate to prior knowledge, and use new conceptual

understanding to explain. 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 (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 low-

performing 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 First -

Grade 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 benefits as well. Increase in Vocabulary and

Comprehension because reading comprehension 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 freshers to sign up for a “buddy”, who will be fellow working

class student, so that they can discuss their “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 (Hayley Dolman)

The Reading Buddies program was a new program in 2011 at Grande

Prairie Public Library. This program is modelled on the Partners 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 at

different rates and be subject to outside influences such as socio-economic

status and family literacy. As Heyns (1978) 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 (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). 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 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 attitudes about reading. Block

and Dellamura (2001) also observed that children placed a higher value on

reading at the end of their tutoring program. However, the students’ attitudes

about reading were never directly tested in either program.9

 Notes

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

2. Bojuwoye,O., Moletsane, M., Stofile, Molla, N., & Sylvester F,

(2014).Learners experiences of learning support in selected

western cape schools. South African Journal of Education 34(1), 1 -

15.

3. http://www.academia.edu

4. http://dx.doi.org/10.7828/jmds.v4il.850

5. http://digitalcommons.uconn.edu/nera_2010/3

6. https://classroom.synonym.com

7. https://www.tcd.ie

8. https://www.telegraph.co.uk

9. https://journals.library.ualberta.ca