SELF-LEARNING VS.

PEER-TUTORING DURING PANDEMIC: A

_____________________

An Action Research

Presented to

the Faculty of the Education Department

Eastern Visayas State University

Carigara Campus

_____________________

In Partial Fulfillment

of the Requirements for the Bachelor of Secondary Education Major in Science

Prof. Ed. 383: Research in Teaching Science 2

_____________________

By:

Biscante, Aimesol

Mejarito, Jian Kristin M.

Sy, Kate Allison U.

February 2022
 CONTEXT AND RATIONALE OF THE STUDY

According to Hasanah, et.al (2020) “Changes in learning methods become one of

the triggers for psychological changes, one of which is anxiety. Anxiety affects student

learning outcomes, because it tends to produce confusion and distortion of perception.”

That’s why Pandemic increases the anxiety and stress of the students in their studies that

causes interference in their daily activities. Changes in learning routine is a great

challenge for the students to keep up with their learning demands. They always feel the

lack of true learning due to this process that’s why they need to choice what method will

be effective to cater their unique learning demands or what strategies they must do

depending on their perception. According to Alphabet Order of Lebanon (2021) Students

learn, retain and apply information most effectively when they have received

personalized education paths and when sufficient resources are made available to them.

In typical classrooms, students that require more attention or support are tended to –

however, with the pandemic, this was no longer the case.

Every student has their own way of learning some prefer to work on their own

while others find it hard without the aid of other. According to Kumon (2020) “Self-

learning is an important skill for children as they journey through education and beyond

to adulthood, building independence and the ability to progress without reliance on a

teacher. Traditional, instructional learning has a place in school, however working out an

answer or solving a problem by yourself is not only more rewarding, it also helps to

solidify the learning.” Letting the students to work on their own helps them to enhances

their independence and encourages them to assess their own work and work on for the
fields that they find hard. In addition, self-learning beams peace of mind and focus on

augmenting learning. On the other hand, some prefer to work in a group. According to

Kovel (2021), “Students often perceive peer tutoring as less threatening. Because many

peer tutors are close in age to their tutees, they can often better form personal connections

that transcend the tutoring relationship. A peer tutor bridges that gap between a quasi-

authority figure and a friend, who can serve as an educator and therapist of sorts.” Peer

tutoring are common visible in classrooms. Teachers usually assign someone who knows

the topic to pick somebody from the class that is lacking of knowledge and work

everything’s out. According to Llieva (2019), “Peer tutoring allows for higher rates of

student response and feedback, which results in better academic achievement. It also

creates more opportunities for students to practice specific skills, which leads to better

retention. The student tutor gains a deeper understanding of a topic by teaching it to

another student. Students involved in peer tutoring generally show a more positive

attitude toward learning and develop self-confidence.”

The purpose of this study is to determine the effectivity between Self-learning and

Peer-tutoring in enhancing the students learning that which in turn helps them in their

academic activities in this time of Pandemic. Through this they can determine whether

which among them is the best and effective method to carry on the learning process

efficiently and effectively.

This study will determine the Academic Performance in Science subject of

selected Grade 9 students of Carigara National Vocational School through Self-learning

and Peer-tutoring in the times of Pandemic.

Specifically, it seeks to answer the following.

1. What is the average score of students under Science subject with Self-Learning?

2. What is the average score of students under Science subject through Peer-tutoring?

3. Is there a significant difference on the average score of Science subject in Self-

Learning and Peer-Tutoring?

NULL HYPOTHESES

The following null hypotheses will be tested at 0.05 level of significance.

1. There is a significant difference in the average score of the students in Science subject

in Self-Learning and Peer-Tutoring.

METHODOLOGY

This action research utilized the experimental design. The study will be conducted

in Carigara National Vocational School. The Researchers will make use of a topic that are

introduced to the Grade 9 Students under Science Subject. They will incorporate the topic

about How Energy from volcanoes may be tapped for human use. The respondents will

be randomly selected from the master list of the enrolled Grade Nine Students in School

Year 2021-2022. The researchers will be needing 15 randomly selected names of students

that will undergo two different ways of Learning; Self-learning and Peer-tutoring.
Whether which among them is much effective in this time of Pandemic. After each

activity, the researcher will collect and record the scores of the students. The scores

collected from the two methods of teaching will be compared and studied. Data will be

interpreted accordingly. Criteria for interpretation is provided adapting the study of

Bayrante (2017).

Data Gathering

The researcher will first seek permission to conduct an action research study at

Carigara National Vocational School. Successively, after the approval of the school, the

researchers will be going to select fifteen (15) students from Carigara National High

Vocational for the S.Y. 2021-2022. They will be going to asked the consent of the

selected students if they are willing to participate in this research study. After

accumulating all the 15 respondents they will going to prepare their Learning Activity

sheets for the certain topic. They will let the 15 respondents to answer the Learning

Activity Sheets individually and tally the results of their scores. After the Self-Learning

they will grouped the students into five groups and let them answer again the LAS.

Differences on the scores will be computed. The scores will be transmuted using the

transmutation table for 50-items quiz provided by Revidad (2022)

Consequently, after the data gathering procedure, they will be going to

consolidate all the results of this study. Differences on the result of the scores between

Self-learning and Peer-tutoring set of scores will be computed and tabulated to come up

with an interpretation. The researchers will be using the following formula for the

summation, analyzation and interpretation of the data gathered.

10 or above - Highly significant HS

6.67-9.99 - Moderately Significant MS

3.34-6.66 - Significant S

0.10-3.33 - Slightly Significant SS

0 or below - Not Signnificant NS

Below are the transmutation table for 20 items Quiz provided by Revidad (2022)

POINTS % POINTS %
50 100 25 75
49 99 24 75
48 98 23 74
47 96 22 74
46 95 21 73
45 94 20 73
44 93 19 73
43 92 18 72
42 91 17 72
41 90 16 71
40 89 15 71
39 88 14 71
38 87 13 70
37 86 12 70
11 69
36 85
10 69
35 84
9 69
34 83
8 68
33 82
7 68
32 82 6 67
31 81 5 67
30 80 4 67
29 79 3 66
28 78 2 66
27 77 1 65
26 76 0 65
NO QUIZ 0
 REFERENCES

Alphabetical Order of Lebanon. (2021) How the COVID-19 pandemic transformed and

affected education Retrieved from: https://alphabeticalorder.org/en/story/

……….pandemic-education-changes/?gclid=CjwKCAiAgvKQBhBbEiwAaPQw3CZRg

164m24iK3JiRrkXJWUZtB3kDuZwkkXHgmyK_gNP-r

4PPCGAxoC15QQAvD_BwE

Hasanah, U., Ludiana, L., Immawati, I., Livana PH (2020) Psychological Description of

Students in The Learning Process During Pandemic Covid-19. Retrieved from:

https://jurnal.unimus.ac.id/index.php/JKJ/article/view/5941

Llieva, T., (2019) Benefits of Peer Tutoring in the Virtual Classroom Retrieved from:

https://www.vedamo.com/knowledge/benefits-peer-tutoring-virtual-

classroom/#:~:text=Peer%20tutoring%20allows%20for%20higher,teaching%20it

%20to%20another%20student.

Kovel D., (2021) Peer Tutoring in the Pandemic Retrieved from:

https://www.insidehighered.com/views/2021/03/24/benefits-peer-tutoring-and-

how-develop-effective-program-opinion

Kumon (2020) Why self-learning is important? Retrieve from:

https://www.kumon.co.uk/blog/why-self-learning-is-important/

Revidad B. (2022) Trasnmutation Table Retrieved from:

scribd.com/doc/148702259/Transmutation-Table
Learning Activity Sheets