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CHAPTER1 - Tal Ut ESFINAL PRESENTATION
CHAPTER1 - Tal Ut ESFINAL PRESENTATION
A Research Proposal
Presented to
Division Research Council
Deped, Carcar City Division
Researchers:
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Table of Contents
Title Page-----------------------------------------------------------------------------------------------
CHAPTER 1: INTRODUCTION
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I. Abstract
that such programs have positive academic outcomes for Grade 3 learners as tutors, as tutees, or
other person’s involved in this activity. Such programs also appear to have a positive impact on a
variety of attitudinal and socio - emotional outcomes, such as learners' attitudes towards school,
their self-concepts, and their sense of academic efficacy. This review also explores whether
specific features of the tutoring programs (e.g., tutor training and amount of tutoring) or
characteristics of the students (e.g., academic level prior to tutoring and gender composition of
tutor-tutee pairs) affect various outcomes. Role theory is used as a theoretical framework to
explain some intriguing and surprising findings (e.g., why tutors show academic gains even
when they do not receive additional subject matter instruction, why longer and/or more
substantial tutoring programs may not foster greater immediate academic gains than shorter
programs). Finally, implications of the review for the development of peer tutoring are discussed.
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II. Acknowledgement
Behind the success of this action research paper. There are people who did not left us
To our Almighty God who sent his Holy Spirit to guide us during the whole course of
the study.
To Tal-ut Elementary School for the support especially the Grade 3 learners. As well
as their respective parents for letting their children be our respondents on this action research.
To those who in one way or another gave their assistance and contributed much to the
To all of them, our heartfelt thanks and GOD bless you all.
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CHAPTER 1: INTRODUCTION
operate. This has a significant impact on the teaching-learning process since the situation is
considerably more challenging, particularly for Learners At Risk of Failure who were unable
to acquire the fundamental skills in numeracy. Due to the absence of teacher and classmate
face-to-face contact, intelligent learners feel bored and yearn for a classroom setting, and
failing students struggle to independently complete their modules. But education must
continue regardless of the circumstances. During the pandemic, Tal-ut Elementary School is
one of the schools facing the similar difficulty. According to parent feedback, some of their
student serves as the teacher or tutor, and one is the learner or tutee. It gives learners an
opportunity to use their knowledge in a meaningful, social experience, ( Dagenais, C., & Hawa,
alarming situations. These include academic struggles where students are falling behind and
need additional guidance, , bullying and peer pressure that can create a hostile environment,
and the presence of learning disabilities demanding specialized support. Test anxiety,
behavioral issues, personal problems outside of school, and a lack of motivation also prompt
the need for peer-tutor assistance. Moreover, peer tutors can aid students in honing
homework and study skills,. By addressing these concerns, peer-tutor interventions foster a
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Tutors reinforce their own learning by reviewing and reformulating their knowledge.
Tutees gain one-on-one attention. Both tutors and tutees gain self-confidence (Howard et al.,
1986), the tutor by seeing self-competence in his or her ability to help someone and the tutee
by receiving positive reinforcement from peers. The process of peer tutoring as the
acquisition of knowledge and skill through active helping and supporting among status
serving as academic tutors and tutees. Typically, a higher performing learner is paired with a
lower performing learner to review critical academic or behavioral concepts (Holt & Walker,
2019)
Peer Tutoring utilizes the recognized bright students in the classroom who are eager to tutor
their struggling classmates in mathematics. They must be neighbors to prevent them from
Thus, far research into peer tutoring has taken a 'positivist' approach so that the
benefits of peer teaching and learning have now been well documented. Research studies
report that peer tutors show enhanced or increased personal development, motivation and
Biggs also noted students reported they liked the friendlier and relaxed learning
environment provided by mentors and the opportunity to initiate friendships amongst their
It has even been suggested that peer tutors are considered 'the most powerful
influence in undergraduate education, even more so than advisors and instructors' (Colvin
2020). Given this buzz around peer tutoring and the desire to offer more schemes within
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curriculum design it is, arguably, important then for educators to gain a deeper understanding
Intervention
intervention strategy for improving early numeracy skills among children in the context of
mathematical learning.In this project, peer-tutoring is defined as a teaching and learning strategy
that involves one student (the tutor) providing academic assistance to another learnert (the tutee)
who is struggling in a particular subject. The peer-tutoring approach has been found to be
will involve designing, implementing, and evaluating a peer-tutoring intervention program for
early numeracy skills in mathematics among primary school-aged children. The program will be
implemented in a real-world setting, and its effectiveness will be evaluated through pre-
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implementation, during implementation and post-implementation assessments of participating
leaners' numeracy skills, as well as their attitudes towards mathematics and peer-tutoring.
During the implementation of the peer-tutoring intervention program for early numeracy
skills in mathematical learning, several steps may be taken to ensure that the program is
effectively delivered to the participating students. The first step is to identify the students who
will participate in the program. This may involve pre-intervention assessments of the
participating students' numeracy skills to identify those who are struggling and would benefit
Once the participating students have been identified, the next step is to select and train peer-
tutors. Peer-tutors should be selected based on their academic performance, their willingness to
participate, and their ability to communicate effectively. They should also receive training on
how to effectively deliver the intervention program. The training should include strategies for
communication. The next step is to develop an intervention program that meets the identified
needs of the participating students. The program should include clear learning objectives,
instructional strategies, and assessment tools. The intervention program should also be designed
to be engaging and motivating for the participating students. Additionally, the program should
incorporate opportunities for the peer-tutors to receive feedback on their performance and to
continually improve their tutoring skills.During the implementation of the peer-tutoring program,
it is important to monitor and supervise the program to ensure that it is being delivered
effectively. This may involve regular observations of the peer-tutors, collecting feedback from
participating students and their parents, and reviewing the program's effectiveness through
ongoing assessments.
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After the implementation of the peer-tutoring intervention program for early unj
and make necessary adjustments for future implementation. This involves conducting post-
intervention assessments of the participating students' numeracy skills to determine the extent to
which the program was successful in improving their early numeracy skills in mathematics.
collect feedback from the participating students, their parents, and the peer-tutors on their
experiences with the program. This feedback can provide valuable insights into the program's
strengths and weaknesses and help identify areas for improvement.Based on the evaluation of the
program's effectiveness and the feedback received, adjustments may be made to the intervention
program for future implementation. This may involve revising the learning objectives,
Finally, it is important to disseminate the findings from the implementation of the peer-
policymakers. This can help to inform future decisions about implementing similar interventions
in other contexts and contribute to the wider knowledge base on effective interventions for
the limitations of other procedures is described, and potential benefits with respect to areas such
as academic performance and attitudes, social skills, and the school integration of handicapped
children are reviewed. Concerns are noted in terms of peer competence, informed consent,
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negative side effects, and accountability. Procedures are outlined regarding tutor selection and
pairing, curricula and tutoring roles, tutor training, and teacher roles.
CHAPTER 2
The study will be conducted in Tal-ut Elementary School for Grade 3 learners.
The school is situated in Sitio Tal-ut in Barangay Valencia, Carcar City, Cebu. It is 5 kilometers
away from the city proper. The school has the total population of 320 learners from Kinder to
Grade 6 with 10 nationally paid teachers including our new School Head Mrs. Baronessa G.
Varga. The school has a total lot area of 6000 sq. meter which was acquired through donation.
We are known as a school friendly; our school head is a great motivator when it
comes to management of the school premises outside and inside including stakeholders’
participation. Teachers as well have a big role inviting and convincing learners to be enrolled in
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our school in any means. Teachers inculcate, implement, and involve learners in participation of
Tal-ut is also known for Shoe Making as one of the main sources of livelihood
aside from farming and livestock raising. And majority of the male population are working in
The participants of this research was Grade 3 students who had an average of 90%
in Mathematics, Tutee- grade pupils who were identify as non-numerates in EGMA and
teacher that should look after the undertakings of the tutor and tutee.
TABLE 1 Pre-Assessment
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In this case, the mode, which is the value that appears most frequently, is 13. This indicates that
The mean is 14.7. The mean provides us with the average score for the group of students.
The median is 14.5. It suggests that half of the students scored below 14.5 and the other half
Considering these results, we can assess the skewness of the distribution. In this case, since the
highest score of 50 is significantly greater than both the mode and the median, it indicates a tail
on the right side of the distribution. Therefore, the distribution is skewed to the right. This means
TABLE 2
MID – ASSESMENT
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In a test taken by 10 students, the highest score obtained was 50. Among these students, the
mode, which is the value that appears most frequently, is 26. This means that more students
The mean, or average, of the scores is calculated by adding up all the scores and dividing the
sum by the total number of students. For this dataset, the mean score is 24.9.
The median, which represents the middle value when the scores are arranged in ascending order,
is 25.5. This indicates that exactly half of the students scored below 25.5 and the other half
To summarize, out of the 10 students who took the test, the highest score achieved was 50. The
mode of the scores is 26, indicating that it was the most frequently obtained score. The mean
score is 24.9, representing the average score of all the students, and the median score is 25.5,
Considering these results, we can assess the skewness of the distribution. In this case,
since the highest score of 50 is greater than both the mode and the median, it suggests a tail on
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the right side of the distribution. Therefore, the distribution is skewed to the right. This means
that the majority of scores tend to be concentrated towards the lower end, with a few higher
TABLE 3
POST -ASSESSMENT
The scores collected from POST-TEST indicate that the mode, representing the most
frequently occurring value, is 46 and 48. This implies that a significant number of participants
achieved these scores, making them the most common within the dataset. Furthermore, the mean,
which represents the average score, is calculated to be 46.1. This value signifies the central
tendency of the scores and reflects the overall performance level across the dataset. Additionally,
the median, which represents the middle value when the scores are arranged in ascending order,
is determined to be 46.5. This suggests that half of the scores fall below 46.5, while the other half
fall above it. These findings provide valuable insights into the performance and distribution of
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III. Data Analysis Plan
The data analysis for the peer-tutoring intervention program for early numeracy skills in
mathematical learning involved a thematic analysis. The analysis was conducted to identify
patterns and themes in the data related to the effectiveness of the program and the experiences of
The first theme that emerged from the data was the effectiveness of the peer-tutoring
participating students' basic numeracy skills, including number sense, counting, and basic
operations. The improvements were observed across all participating students, indicating that the
program was effective for a diverse group of learners. The second theme that emerged from the
data was the positive experiences of the participating students with the peer-tutoring program.
Many students reported that they enjoyed the peer-tutoring sessions and felt that they learned a
lot from their peer-tutors. The peer-tutors were also praised for their patience, encouragement,
and effective teaching strategies. The third theme that emerged from the data was the positive
experiences of the parents with the peer-tutoring program. Many parents reported that they
noticed improvements in their child's mathematical skills and confidence after participating in
the program. They also appreciated the personalized attention and support that their child
Overall, the thematic analysis provided strong evidence for the effectiveness of the peer-tutoring
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The program was effective in improving the participating students' basic numeracy skills
and was well-received by the participating students, their parents, and the peer-tutors. These
findings highlight the potential of peer - tutoring as an effective strategy for supporting
o Full consent should be obtained from the parents of the learners prior to the study.
References
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