A.

Introduction:

Learning is a dynamic phenomenon which involves participation of two major actors, the

teachers and the students’. It comprises variety of activities that calls out the teacher’s creativity

in designing teaching-learning activities and imparting important body of knowledge that would

somehow cater the students’ innate intelligences. Hence student’s academic performances are

dependent on how the teachers design and deliver the teaching learning activities.

However these performances are affected by several factors around them. Such effect of

each of these factors varies from student to student and context to context. Therefore, the

research on measuring impact of various factors on student performance is challenging to

generalize (Ding & Sherman, 2006). One specific factor that has received attention from (Ulug,

Ozden, & Eryilmaz, 2011) is the teacher’s attitude towards the student at hand. The authors have

argued that a student’s motivation, attitude towards school, their willingness to do homework

and confidence in their learning behavior are all a factor of the teacher’s attitude of teaching

towards the students.

Mathematics was seen to be one of the most difficult subjects as it requires skills not just

both in computational and comprehension but more so their attitude towards the subject. In the

last decade or so there has been increased interest in the role of affective factors in the learning

of mathematics (Leder & Forgasz, 2006; Schuck & Grootenboer, 2004). There is an assumption

that positive mathematical beliefs, attitudes, and feelings will lead to increased mathematical

achievement and while this seems like a reasonable proposition, it does warrant further

investigation (Grootenboer, 2003a). Also, the relationship between affective factors and learning

in mathematics is not simple, linear and unidirectional; rather it is complex and convoluted.
Gresalfi and Cobb (2006) suggested that learning in mathematics is more than just the

acquisition of skills and knowledge, and, “it is not sufficient to focus exclusively on the ideas

and skills that we want students to learn” (p. 55).

In the recent teaching-learning process, it has been observed that peers have impacted so

much in the attitudinal aspects of the learners. Their social belongingness effects on their

attitudes towards a certain subject.

On the basis of this situation the word buddy system emerges in some educational

institution around the world. 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). Mentoring is an intervention that has been

proven highly efficient and has become popular in recent years (Crosby, 2003; Karcher et al.,

2005). In the study of Rhodes (2001) mentoring relationships have a positive influence on a

broad range of outcomes that include improvements in peer relationships, academic

achievements, and self-concept. The results of mentoring include lower recidivism rates among

juvenile delinquents and reductions in substance abuse. Davidson et al, as cited by Balan (2014)

said that 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.

At QNHS-Anislag Annex I have observed that confidence is one of the factors that

hinders students participation, and lacking of knowledge on a certain subject matter is seen to be
the cause of the latter, so I have decided to pair-up students from the lower grades basically those

who lacks the trust in themselves to participate in teaching-learning activities to a higher grades

who understands better in the concepts taught to them, which I call the buddy system. This study

may help improve students behavior in mathematics specifically in terms of their interaction, this

may likewise help other teachers who are experiencing the same problematic situations in the

execution of the teaching learning activities.

 B. Review of Literature

The literatures gathered herein will help clear out the importance of buddy system

in the improvement of students’ motivational behaviour towards math subject.

Affective Factors and Learning Mathematics

In the last decade or so there has been increased interest in the role of affective

factors in the learning of mathematics (Leder & Forgasz, 2006; Schuck & Grootenboer, 2004).

There is an assumption that positive mathematical beliefs, attitudes, and feelings will lead to

increased mathematical achievement and while this seems like a reasonable proposition, it does

warrant further investigation (Grootenboer, 2003a). Also, the relationship between affective

factors and learning in mathematics is not simple, linear and unidirectional; rather it is complex

and convoluted. Gresalfi and Cobb (2006) suggested that learning in mathematics is more than

just the acquisition of skills and knowledge, and, “it is not sufficient to focus exclusively on the

ideas and skills that we want students to learn” (p. 55). The significance of mathematical beliefs

and attitudes was highlighted by Wilkins and Ma (2003). Wekesa 2010, In his study established

that personal character, attitudes of students towards Mathematics was strongly affected by

fellow students’ perception of the subject. The study established that teacher’s experience affect

the academic performance in Mathematics to a great extent.

Furthermore, affect is a significant and critical dimension of learning (Zembylas, 2004).

With this in mind, it seems important to pay close attention to the mathematical classroom

experiences of students, as these are critical in the development of affective dispositions and

views towards mathematics (Gresalfi & Cobb, 2006; Higgins, 1997).

Peer Influence and Learning

However it has been proven that Peers has great effect on student’s behaviour. Peer

relationships at school are an integral feature of their learning environments. Historically,

attention to factors that foster academic development has mostly focused on teachers and parents.

However, peers make children’s time at school tolerable and enjoyable. They provide

companionship, entertainment, feelings of belonging, help, personal validation, and emotional

support (Hamm & Zhang, 2010). Overall, it does not seem to be the case that peer influences

necessarily occur at the expense of learning. Instead, they may foster learning (Kindermann,

2015). Student engagement and motivation are precious commodities, valuable not only to

teachers but also to students. Students’ school lives are more enjoyable when they are engaged in

their classes. Engagement provides an energetic resource for coping with the challenges of

schoolwork, promoting students’ motivational resilience (Martin & Marsh, 2009). Long-term,

student engagement is a predictor of student learning and achievement, retention and graduation

from high school, and entry into and success in college (Fredricks, Blumenfeld, & Paris, 2004).

Peer Influence and Math Performance

The social setting that students find themselves in, in their respective classrooms

does not promote learning in isolation. Students interacts with one another in developing and

creation of new knowledge and the importance of such interactions in promoting effective

teaching and learning had been highlighted by Boaler (2009). In addition to this, Turner

and Patrick (2004:1760) also added that active participation in learning is a valuable

work habit for several reasons as it provides students with opportunities to learn and

practice new knowledge and strategies as well as recognizing the need to revise thinking.
Willis (2010) also established that, the best way that students learn mathematics is through

physical, emotional and psychological involvement in the teaching learning process. She

further added that through such involvements, students explore, discover and create new

knowledge where they learn from their mistakes and misconceptions to develop new

knowledge. She however added that in most cases students’ misconceptions and mistakes are

normally ignored in most mathematics lessons despite the vital role such

misconceptions and mistakes play in the creation of new knowledge.The benefits that

students achieve in active participation in the teaching-learning process are well

documented in the literature. For example, Betts and Zau (2004), Vigdor and Nechyba

(2004) have explored into the impact of peer influence on students academic achievement and

established that peers affect students’ academic achievement.

In addition to this, research by Burke and Sass (2008) also established that

positive and highly significant peer effects exits within every level of schooling and for

both reading and mathematics. They added that as much as individual characteristics

impacts on students’ achievements, they however added that, peer influence also plays a vital

role in students’ achievements and participation. For example, Sullivan et al (2006) also found

that students’ positive and negative response and attitude toward school mathematics and

engagement are to a large extent influenced by peer influence. They added that the

classroom culture and for that matter peer influence is a strong determinant individual

student participation and engagement than the curriculum and other related factors.
C. Theoretical Framework/Background

This study will establish the importance of learner’s belongingness as it calls for learners’

support system. John Bowbly’s Attachment theory wires this research as it says that

“Attachment theory is a concept in developmental psychology that concerns the importance of

"attachment" in regards to personal development. Specifically, it makes the claim that the ability

for an individual to form an emotional and physical "attachment" to another person gives a sense

of stability and security necessary to take risks, branch out, and grow and develop as a

personality. Naturally, attachment theory is a broad idea with many expressions, and the best

understanding of it can be had by looking at several of those expressions in turn.” This is

supported by the Theory of Scaffolding by Vygotsky, Whom it was emphasize that scaffolding is

a part of education concept of “zone of proximal development” or ZPD wherein it is the set of

skills or knowledge a student can’t do on her own but can do with the help or guidance of

someone else. It’s the skill level just above where the student currently is.

Therefore this study will focuses on the role of learners-to-learners partnership “Buddy

System” in improving his or her motivational behaviour towards mathematics.

D. Objectives of the study

 This study will sightsees the effect of the buddy system in the improvement of the

motivational behaviour of grade 7 students towards mathematics subject at Quinapondan

National High School Anislag Annex. Findings of this study may help other educational front

liners to develop teaching-learning strategies that would help improve student’s behaviour

towards a specific learning area.

Educational practitioners has already developed several teaching-learning strategies,

however in some point despite of the teachers efforts to implement the same some still seem

ineffective. Hence, to help and add-on strategy in teaching and learning, this study would like to

address the following research questions:

1. How does the student feel about mathematics subject, and how do this feeling

affect their behaviour towards the subject?

2. What is the impact of this behaviour towards their performance on the subject?

3. Who are the partners or who helps the students in accomplishing their

classroom activities and assignments, and how does this partner helps them

improve their performance in mathematics?

Methodology

In order to have a thorough investigation of this problem, qualitative

research will be employed using case study. Notes and observation, analysis of the

information gathered, views from other researchers and experts of the same field will be

included whenever needed. This part includes research design, research instrument,
 sampling, research setting, data collection, ethical issues data analysis as well as

researchers reflexivity.

Research Design

A case study will be the design used in this study to go an in-depth examination on the

result of the buddy system on the participation level of grade 8 students towards mathematics. A

case study is a research strategy and an empirical inquiry that investigates a phenomenon within its real-

life context. Case studies are based on an in-depth investigation of a single individual, group or event to

explore the causes of underlying

principles.(https://cirt.gcu.edu/research/developmentresources/research_ready/descriptive/case_study

, 2019)

Research Instrument

The study utilized a researcher-made and expert-validated semi structured

interview guide written in English, composed of 17 items; 5 were specific questions about

demographics of the participants and their family, and 12 were open-ended questions related to

behavior towards mathematics subject. A research expert on qualitative research will review the

interview question that will be employed in this study for validation and further revisions of the

questions.

Sampling and Research Setting

 The participants of this study will be 4 grade 8 students that are officially enrolled during

the curriculum year 2018-2019. In its selection the researcher set the following standards: First,

the student that will be paired to higher grades must be one low performing and one high

performing students whom are both closely related to the higher buddy to ensure that both will

be participative in the investigation. Secondly, These selected participants will be given

schedules as to when they will approach their buddy in the higher grades to avoid conflict of

schedules so as to have focus on the activities as well as without compromising the assignments

of the higher buddy. This will allow the researcher to compare the strategy on students at

different level. Thus the selection of the informants will be purposive in order to get the needed

information for this exploration.The activities will be conducted on the home of the lower buddy

so that the parent will be also aware of this strategy.

Data Collection and Ethical Consideration

After a series of sessions, the informants will be interviewed in questions that will be

appropriate to their level and for them be able to be responsive and will not be hesitant to answer

the interview question given to them. The collection of the data will start on March 20and will

ends on March 22, 2019, during the vacant period of the participants. The information gathered

from will be recorded using cell phones but with the consent of the participants the purpose of

the interview was made known to the participants, including its confidentiality. To maintain

confidentiality, they were coded as either Participant 1, Participant 2, up to Participant 4. The

number as suffix to each Participant represented the sequence of the interview with them. The

conduct of the study will be with the approval of the school head.

Data Analysis
 Analysis of data will immediately be done after the transcription. Data will be transcribed

verbatim but will be translated in English to fit with the need of the readers. Grouping of similar

information was a primary consideration for data analysis. All data will be analyzed in

conjunction with the setting of the background of information significant in defining the

conclusion and recommendations, and in conjunction with the themes that provided answers to

the research questions.

Researchers’ Reflexivity

I, the researcher as a front liner of the teaching-learning activity where the study will be

addressed will hold a non-biased judgement to the responses of the study. The data collected will

be interpreted on the basis of how the participants responded to the guide questions, and that the

researchers ability to