EFFICACY OF ONE-ON-ONE PEER TUTORING IN IMPROVING THE PROBLEM-SOLVING PERFORMANCE AMONG THE GRADE 10 LEARNERS

Autors/ores

  • Glendon L. Macapayad Sisters of Mary School-Girlstown, Inc., Talisay, Cebu, Philippines
  • Edmar L. Lapinid Sisters of Mary School-Girlstown, Inc., Talisay, Cebu, Philippines
  • Glory Praise Valmoria Cebu Eastern College, Cebu City, Philippines
  • Kimberly V. Colis Cebu Eastern College, Cebu City, Philippines
  • Lyza Bacalso Cebu Eastern College, Cebu City, Philippines

DOI:

https://doi.org/10.46827/ejes.v11i11.5692

Paraules clau:

peer-tutoring, math performance, problem-solving, Grade 10 learners, Cebu City

Resum

This study aimed to determine the effectiveness of peer tutoring on the mathematical problem-solving performance of Grade 10 students in a public school in Cebu City during S.Y. 2021-2022. Utilizing a single-group pre-test and post-test research design, the study assessed the impact of peer tutoring on selected students' problem-solving performance in mathematics. Participants were chosen based on their math performance, and peer tutoring was conducted in a one-on-one tutor-tutee format. Two research tools were used: a Learner’s Questionnaire to gather students’ profiles and perceptions of the peer tutoring sessions and a Learners’ Achievement Test to measure their mathematical problem-solving performance. Both descriptive and inferential statistics were employed to analyze the data. Descriptive statistics, including weighted means and Likert scales, were used to summarize the students’ perceptions, while a z-test and paired t-test were used to compare pre-test and post-test scores. The results showed a significant improvement in the students' mathematical problem-solving abilities after the peer tutoring intervention, with a significant increase in their post-test scores. Furthermore, students perceived peer tutoring as highly beneficial in enhancing their understanding and ability to solve math problems. Based on these findings, it is recommended that educators utilize peer tutoring as an instructional strategy to improve students' mathematical problem-solving skills. This approach can also foster greater student participation and interest in learning mathematics.

 

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Biografies de l'autor/a

  • Glendon L. Macapayad, Sisters of Mary School-Girlstown, Inc., Talisay, Cebu, Philippines

    Glendon L. Macapayad is a mathematics teacher at Sisters of Mary School-Girlstown, Inc. and is currently the school activity coordinator of the school. He finished his bachelor’s degree in mathematics education at Cebu Normal University. He is pursuing his master’s degree in teaching mathematics at Cebu Technological University, Cebu City, Philippines.

  • Edmar L. Lapinid, Sisters of Mary School-Girlstown, Inc., Talisay, Cebu, Philippines

    Edmar L. Lapinid is a mathematics teacher at Sisters of Mary School-Girlstown, Inc. He finished his bachelor's degree in mathematics education at Cebu Eastern College, Philippines.

  • Glory Praise Valmoria, Cebu Eastern College, Cebu City, Philippines

    Glory Praise Valmoria finished their bachelor's degree in mathematics education at Cebu Eastern College, Philippines.

  • Kimberly V. Colis, Cebu Eastern College, Cebu City, Philippines

    Kimberly V. Colis finished their bachelor's degree in mathematics education at Cebu Eastern College, Philippines.

  • Lyza Bacalso, Cebu Eastern College, Cebu City, Philippines

    Lyza Bacalso finished their bachelor's degree in mathematics education at Cebu Eastern College, Philippines.

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Descàrregues

Publicat

2024-11-26

Número

Vol. 11 Núm. 11 (2024)

Secció

Articles

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