Peer Tutoring: Exploring the Effects on Learning Grade 9 Mathematics

Abstract

This descriptive-comparative study aimed to develop session plans with learning activities for peer tutoring on quadratic equations. It involved five classes of Grade 9 students of Bantayan National High School, Tabaco City, Albay, Philippines wherein one class was randomly selected as the peer tutored group while the remaining four classes were considered the non-peer tutored groups. The peer tutoring sessions were conducted during the Independent/Cooperative Learning (ICL) period. The sources of data included the students' reflection entries, observation notes, responses from focus group discussions, and periodic examination results. Findings showed that there were nine session plans with learning activities developed with the integration of cooperative and contextualized learning approaches. The peer tutors were able to master the lessons since they have the opportunity to study it again and revise what they have learned. They also gained more friends, boosted their confidence, and became more interested and enthusiastic in learning and teaching Mathematics together with their peer tutees. On the other hand, the peer tutees grasped the lessons because their tutor gave immediate feedback to them. They also learned how to cooperate and participate with their

Flipped Classroom–Digital Game-Based Learning (FC-DGBL): Enhancing Genetics Conceptual Understanding of Students in Bilingual Programme

“…Through this method, it can be seen that students who act as tutors and students who were guided got selfimprovement (Berso & Lorente, 2020;Miquel & Duran, 2017). Several studies proved that the peer tutoring method improves student learning outcomes (Alegre et al, 2019;Berso & Lorente, 2020;Bulut, 2019;. The experimental class students had proven this by obtaining an average score higher than the control class.…”

“…They are students who had participated in science competitions or who had a high score in the previous lesson to act as tutors. Through this method, it can be seen that students who act as tutors and students who were guided got selfimprovement (Berso & Lorente, 2020;Miquel & Duran, 2017). Several studies proved that the peer tutoring method improves student learning outcomes (Alegre et al, 2019;Berso & Lorente, 2020;Bulut, 2019;.…”

Peer Tutoring Learning Strategies in Mathematics Subjects: Systematic Literature Review

“…The study papers utilised were not subjected to any continent or country. Overall, the selected study papers were published from South Africa (e.g., Campbell, 2019), United States (Deshler et al, 2019), Australia (Johnston, 2021), China (Song et al, 2018), Indonesia (e.g., Baiduri, 2017), Pakistan (Nawaz & Rehman, 2017), Philippines (Berso & Lorente, 2020), Spain (e.g., Alegre et al, 2020), Taiwan (Chu et al, 2017), Turkey (Yaman, 2019) and United Kingdom (e.g., Zeneli et al, 2018). It was also found that the distribution of the studies by continent was mostly done in the Asian and European continents (Figure 3).…”

“…A total of seventeen articles discussed the impact of the implementation of peer tutoring from the aspect of student academic achievement (e.g., Berso & Lorente, 2020). In general, most of the articles discussed the impact of academic achievement of tutors and tutees in implementing peer tutoring and the findings showed a positive impact of academic achievement as well as benefit through the program.…”

“…The students' interaction and discussion with each other to some extents were able to promote their cognitive thinking and build their understanding in the subject of mathematics. From the aspect of cognitive skills, six articles discussed the effects of peer tutoring on students' cognitive skills (e.g., Berso & Lorente, 2020). All six articles showed a positive effect from this aspect.…”