Effects Of Peer Tutoring in the English Proficiency

of Grade 11 HUMSS Students in Pilar College

Of Zamboanga City

A Quantitative Research

Presented to the Basic Education Department of

Pilar College of Zamboanga City, Inc.
R.T. Lim, Boulevard, Zamboanga City

In partial fulfillment of the requirements in

PRACTICAL RESEARCH 2

Lacastesantos, Justine Airo T.

Soledad, Jasmine Sheima H.
Camins, John Steven SL.
Yasin, Fatima Hadiqa A.
Dagalea, Xatara Bel U.
Arcillas, Dione Curt F.
Zapanta, Jhasmen E.
Al-Mujil, Nadeem M.
Nasser, Darwisa A.
Arap, Khallen A.

Grade 12- St. Augustine

Ronald M. Soriano, LPT

Research Adviser

May 16, 2022

 Abstract

Social interaction among peers is one of the most important factors in a child’s

development. By strengthening social relationships and promote learning, students

can venture the method of being tutors and tutees at the same time. This study

explores the use of peer tutoring as an alternative teaching method to teach English

Proficiency. We compare students’ skills with and without peer learning, and collect

perceptions from this alternative teaching method. Before introducing the idea of

tutoring to the students, we found out that some students have been struggling in

academics especially in language proficiency. Additionally, as we proposed peer

learning as a learning method, our analysis revealed that students with low language

proficiency were able to improve their knowledge with the help of the peer learning

method. This research study proves the effects and connections between the

variables, and concludes how peer tutoring could be beneficial as an alternative

learning method for students to be able to enhance skills not only in language

proficiency but in other fields as well.

Keywords: Peer tutoring, English proficiency, Social Interaction

 Acknowledgment

First and foremost, the researchers would love to give their acknowledgement

to God the Almighty, for the blessings that he poured upon the moment the study was

conducted and until its successful completion. We are also expressing our gratitude

for the supervision and the knowledge that we have acquired from our research

teacher, Mr. Ronald Soriano. It is a privilege to have learned and studied under his

class. The researchers would also like to extend our gratitude to our homeroom

adviser, Ms. Luzuena Lenes, as she was always there, encouraging the researchers

to strive hard and do our best.

The researchers are also grateful to the respondents, who gave their time and

support to participate in this study. Without their participation, this study wouldn’t be

effective at all. Lastly, the researchers’ massive appreciation and thanks goes to their

dearest parents, for having the deepest consideration for the finances and endless

support throughout the process of this research study. They provided us countless

words of encouragement, and full heartedly gave their love. So thank you for guiding

us to the right path.

 Dedication

This study is wholeheartedly dedicated to our loving family, who have been our

source of support, strength, and motivation to work harder, and to try our best in

completing this study.

The researchers also wish to dedicate this study to the Almighty God, who

proved that hope can be obtained in the hardest times for He has helped and given us

knowledge throughout this study.

The researchers would also like to dedicate this study to the students, who

wholeheartedly participated, and cooperated with the study. Without the students, the

researchers would not have been able to finish the study successfully.

And most of all, this study is dedicated to ourselves, the researchers, and all

other student researchers who showed great responsibility and efforts to conduct and

complete their own study.

 TABLE OF CONTENTS

Chapter 1 (INTRODUCTION) …........................................................................ 1-3

a. Background of the Study
b. Statement of the Problem
c. Significance of the Study
d. Scope and Delimitation

Chapter 2 (REVIEW OF RELATED LITERATURE AND FRAMEWORK) ….... 4-10

a. Related Literature
b. Theoretical Framework
c. Definition of Terms and Variables

Chapter 3 (METHODOLOGY) ……………………………………………………... 11-12

a. Research Design
b. The Sample
c. The Instruments
d. Data Collection Procedure
e. Plan for Data Analysis

Chapter 4 (PRESENTATION AND ANALYSIS OF DATA) …………………....... 13-20

Chapter 5 (CONCLUSIONS AND RECOMMENDATIONS) …………………...... 21-24
a. Summary of the Findings
b. Conclusions and Recommendations
Bibliography …………………………………………………………………………... 25-29
Appendices ……………………………………………………………………...……. 30-32
Curriculum Vitae ……………………………………………………………………… 33-43
 Chapter I

Introduction

Background of the Study

Social interaction among students in school is highly encouraged. Peer

interaction and friendship is a crucial part of adolescence. It is said that one in every

five students in high school don’t have a ‘real friend’ or a connection among their peers.

The online learning setup this day is one of the reasons why students are having a

hard time to catch up with their academic responsibilities. Most students are not

learning from their teachers, but converse with their peers instead. There are also

students that are having a hard time because of the fact that they don’t have friends

or peers to talk to, to help them understand their subjects well. In the Humanities and

Social Sciences strand, English proficiency serves as a requirement for students as

this strand focuses more in public speaking, and in writing. Vocabulary is the solid

foundation to enhance the proficiency of students in English. It is a primary skill which

students must master to help them in their language skills such as in reading, writing,

speaking, and listening. The problems may occur when the students do not master the

vocabulary well and are having a hard time to reach out to teachers about their

academic concerns. Thus, it is important to teach students English proficiency while

strengthening social interaction among their peers.

1
Statement of the Problem

The purpose of this study is to assist online students in deepening their learning

and clarifying what they have already learned through the peer tutoring method and at

the same time, enhancing social interaction among their peers.

This research aims to answer the following research questions:

1. How can social interaction help the academic performance of students?

2. How important could peer interaction be in enhancing the English skills of

students?

3. How proficient are students in their English knowledge before and after the

experiment?

Significance of the Study

This study was conducted to investigate the effects of peer tutoring in

enhancing the English reading, writing, speaking, and listening skills. The findings of

this study will redound to the benefits of encouraging the students to interact with their

peers as they can often create personal relationships that go beyond the tutoring

relationship.

2
Scope and Delimitation

This study focuses on the effects of peer tutoring in the English proficiency of

selected Grade 11 HUMSS students of Pilar College of Zamboanga City. It covers the

entire insight and evaluation of the selected Grade 11 HUMSS students Pilar College

of Zamboanga City. The other students which do not fall as part of the selected Grade

11 HUMSS are not within the scope of this research. This study will not cover other

methods and subjects than English proficiency. The study would be done through the

peer tutoring session and questionnaires to the students as a survey and reference.

By their strategy, the researchers will be able to know the effects of peer tutoring in

the English proficiency of Grade 11 HUMSS students of Pilar College of Zamboanga

City.

3
 Chapter 2
Review of the Literature and Theoretical Framework

Related Literature

English proficiency is a sought-after talent that students should master.

Students can learn a great deal through English proficiency. In fact, many students'

reading comprehension, as well as their English speaking and writing skills, are still

inadequate, concerning, unsatisfactory, and well below expectations. Because texts

are difficult to comprehend, students are hesitant to read. As a result of this situation,

several teaching strategies are used in class by the professors. Peer tutoring is one

of them. (Rahmasari, B.S., 2017).

Peer tutoring is a method of learning in which students assist one another and

teach one another. Students teaching students, students teaching school pupils, non-

professional adults teaching adults and children, and pupils teaching pupils have all

been employed in tutoring programs. (Goodlad, S., & Hirst, B., 1989). The roots of

peer tutoring, can be traced throughout ancient history – for the phenomenon of

children teaching other children has occurred throughout recorded history and,

undoubtedly, before. Societies have instructed their young in the tasks necessary - for

the continuation of the society - in earlier times, these tasks focused on the

physiological and survival needs. More recently, with formalized systems of educating

the young these tasks have focused on the cognitive and affective demands of society.

(Hoffman, C., 1977). Peer tutoring can refer to a variety of tutoring activities, but it most

commonly refers to students who study or learn in pairs in order to assist one another.

Peer tutoring normally leads to a greater grasp of academic subjects, but it is much

4
more productive when students of varying abilities collaborate. (Kunsch, Jitendra, &

Sood, 2007). Language learning and language acquisition are the two categories of

how humans learn to understand a language in the science of linguistics. Listening,

speaking, reading, and writing are the four macro abilities of communication that can

be used to communicate language. These abilities are ordered in a hierarchy based

on how they are acquired - acquisition, as well as education. Furthermore, writing is

thought to come last of all the macro abilities. To put it another way, a language learner

can only be deemed fluent in a language if they have mastered it and can write within

the language's minimal rules. (Saavedra, A., 2020). Peer tutoring encourages shy or

hesitant pupils to communicate with classmates and practice skills. It stimulates and

requires creativity, independence, and self-esteem as students gradually learn to play

a new role, an active part in their own learning, and build a dedication to their own

individual achievement. (Bombardelli, O., 2016) Students can use peer learning to

improve their ability to organize and arrange learning activities, collaborate with others,

give and receive feedback on their work, and lastly evaluate their own learning. Peer

learning is becoming more important nowadays, and it is now a part of many courses

in a wide range of contexts and disciplines in many nations across the world. (Boud,

1988). In peer instruction, instructors ask a tough question to students, who then

answer it individually, work with a partner in the class to discuss their solutions, and

then answer it again. Peer instruction improves student learning, according to a wide

body of evidence. (Tullis, J., 2020). Quantity and quality of social relationships have

an impact on mental health, health behavior, physical health, and mortality risk.

Sociologists have been crucial in establishing the link between social ties and health

outcomes, determining explanations for this link, and finding social variation (e.g., by

5
gender and race) at the population level. (Umberson, D., 2010). The concept of having

successful students tutor less successful students has a logical appeal. Tutors know

the material to be learned, have developed successful strategies to learn the material,

and understand the factors that influenced their learning of information (Mumford, T.J.,

1999). One way for students to shoulder the responsibility for learning is for them to

be the readers, writers, speakers, listeners, and thinkers in the classroom through

active engagement in social interaction with others (Alvermann & Phelps, 2005).

Kasten (1997) found it “amusing that the teachers of another era spent so much time

keeping their classes quiet and then wondered why so many students were terrified of

occasional oral reports and even continued into adulthood to be uncomfortable

speaking to a group” (p. 100). She stated “teachers and principals of the past who

worked hard to keep children quiet (myself included) did not know how critical social

interaction and collaboration are in learning” (p. 99). The importance of social

interaction in learning cannot be overstated. Interacting with other people has been

shown to help learners organize their thoughts, reflect on their learning, and identify

holes in their thinking. Peer learning, reciprocal teaching, learning by teaching,

learning by observation, learning by doing, and self–other monitoring are some of the

variations that fall under the broad umbrella of social interactions and learning. (Okita,

S.Y., 2012). Peer tutors are generally seen as less intimidating by students. Because

many peer tutors and their tutees are of similar ages, they can often create stronger

personal bonds that extend beyond the tutoring arrangement. A peer tutor fills the void

between a quasi-authority person and a buddy who can act as both an educator and

a therapist. (Kovel, D., 2021).

6
 Peer tutoring is not a substitute for classroom instruction. Peer tutors have their

own sense of community and identity. Peer tutoring, on the other hand, can produce

tangible and beneficial benefits that benefit both student tutors and tutees if

implemented right. (Arrand, K., 2018). In addition to training, (Coenen, 2002) advised

that successful peer tutoring programs incorporate a number of other criteria. Peer

tutoring programs must have clear goals and objectives, which tutors must grasp. At

all sessions, adult supervision is required to answer tutor inquiries, monitor conduct,

provide tutor feedback, and, if necessary, connect with parents, teachers, or

administrators. Peer tutors, according to Hartman (1996), should have leadership

qualities and a sense of responsibility. Tutors are expected to be able to explain the

concepts of the subject under review and to stimulate the tutee's interest in the subject.

A positive interaction between peers and children allows children to engage in more

in-depth personal research and exploration. As a result of interactions with peers, a

kid internalizes new thinking patterns. (Haider, M., Yasmin, A., 2015).

The concept of learning through peer tutoring is based on a social constructivist

view of learning that emphasizes the role of the students to generate learning where

students coach peers through social interaction within their zones of proximal

development (Vygotsky, 1978). Rather than applying a stimulus/response process,

users are actively engaged in making meaning through cognitive accommodation and

assimilation (Piaget, 1964). Role-taking is involved in all communication by means of

significant symbols; it means that the individual communicator evokes within himself

how the recipient of his communication understands that communication (Rose, A.,

1962). Students have greater control over their involvement levels in an online learning

7
environment, and they have more time to think about debate themes. Due to a lack of

visual and tonal cues as well as background information, pupils are more likely to

express strong opinions, which can lead to both significant and deep learning as well

as potential confrontations. (Wang, H., 2005)

TYPES OF PEER TUTORING

CLASSWIDE PEER TUTORING – Classwide peer tutoring entails splitting the entire

class into groups of two to five students with varying degrees of competence. Students

then take on the roles of tutors, tutees, or both. CWPT usually entails highly controlled

procedures, direct rehearsal, competitive teams, and score posting. (Maheady,

Harper, & Malette, 2007)

CROSS-AGE PEER TUTORING – Cross-age tutoring is a peer tutoring strategy that

brings together students of various ages, with older students serving as tutors and

younger students as tutees. To teach or review a skill, older students are paired with

younger students. (Lieberman, 1997).

According to observations made while students were exposed to peer tutoring,

the quality of their interactions with their classmates increased dramatically on both a

social and academic level. Although not everyone will benefit, peer tutoring provided

an opportunity for each participant to become more aware of their weaknesses

(AbdulRaheem, Y., 2017). When compared to pupils who do not participate in paired

reading tutoring, children who do participate achieve higher reading levels. This is true

for cross-age tutoring in the long run (macro-evaluation) as well as cross-age and

same-age tutoring in the short term (micro-evaluation). Tutors and tutees both profited

8
from the program. Dual tutoring had an effect, but intensity had no effect. (Topping,

K.J., 2012). Sociocultural factors appeared to have influenced the sense of the

responsibility the tutors felt towards helping others. One tutor explained this from a

religious viewpoint: ‘you must help others (Mynard, J., 2006).

(Campit, J. B., Cayabyab, J., & Galas, E. 2015) concluded that the peer tutoring

strategy is more effective than the conventional teaching strategy in teaching Discrete

Structures.

(Clarkson, B., 2007) explored ways of using peer tutoring to enhance the learning

experience of a group of higher education students in a multimedia course who had

access to learning sources in an online environment.

Theoretical Framework

This study is anchored by the theoretical support of Lev Vygotsky’s

Sociocultural Theory of Learning and Jean Piaget’s Theory of Cognitive Development.

According to sociocultural theory, learning is a social process and the origin of human

intelligence in society and culture. Vygotsky’s major theme to this theory is that social

interaction plays an important role in the development of cognition. On the other hand,

Piaget proposed that a child’s cognitive development is not just about acquiring

knowledge, but the child has to construct a mental model of the world.

9
Definition of Terms and Variables

For better understanding of the study, the following words are conceptually

defined.

Cross-age Tutoring. It refers to pupils in higher grade levels who work with children

in lower grade levels.

Guided Participation. The assistance of the experienced person helps another

person who has less experience.

Peer Scaffolding. It pertains to the humans learn best in groups and, quite naturally,

look to others as a source of learning.

Social Interaction. It refers to the way we act and react to others around us.

Peer tutoring method serves as an independent variable as it will make an effect

and have a relationship on the dependent variable. The dependent variable will be the

students’ improvement in their English reading, speaking and writing skills. In this

case, the students’ skills in English is dependent on the peer tutoring method because

the researchers have full control in executing this learning method for students to be

able to take and evaluate its efficiency.

10
 Chapter 3
Methodology.

Research Design

This study has an experimental design where in pre-test and post-test,

experimental and control group are used. One class of HUMSS students were used

and divided into two groups – the control group and experimental group and this is

done by a pre-test setup to measure their existing knowledge in English proficiency.

After the grouping and the peer tutoring experiment to the students who got low scores,

another English proficiency post-test will be administered to both groups. The result of

the test will be the basis for describing and evaluating the effectiveness of peer tutoring

and a survey will be conducted to the respondents to measure whether the tutoring is

successful and if it should be implemented.

The Sample

A sample of 25 students studying in Pilar College of Zamboanga City, Grade

11 HUMSS – OL of Fatima was selected to be the respondents of this study. A short

pre-test was conducted to measure the existing knowledge of the students and was

used to be the basis of the control and experimental grouping. Out of the 10

researchers, 5 are selected to be the tutors for the experimental group with an online

setup. The selected 5 tutors will give the experimental group English proficiency hand-

outs. The remaining 5 researchers are monitoring both control and experimental

group.

11
The Instruments

The online pre-test, post-test, and survey after the tutoring session are the main

instruments used in this study to measure the effectiveness of peer tutoring in the

English proficiency of the Grade 11 students. A total of 20 questions are included in

the pre-test, 35 questions in the post-test, and 20 questions in the survey.

Data Collection Procedure

For the conduction of the study, the researchers will have the validated

instrument distributed which is the questionnaire to their respondents. The 25

respondents have been divided by two groups based from the pre-test scores they

acquired. After gathering the post-test scores of the experimental and control group,

a survey will be conducted and the results will be measured according to the gathered

data from the survey. Once the instrument had been collected from all of the

respondents, the researchers then preceded to the analysis of the data.

Plan for Data Analysis

In planning for data analysis, the researchers will use statistical tools for the

data. Percentage will be used in the computation of the data and in acquiring the data

gathered from the evaluations of the respondents. A tabulated data of the post-test

and pre-test scores of the experimental group is presented, as well as the overall

insight of the respondents to the implementation of peer tutoring programs. Data

together with its interpretation and analysis will fully answer the stated problems of the

study.

12
 Chapter 4
Presentation and Analysis of Data

In this chapter, the researchers discussed and presented the findings of the

study after the conducting of the study. The findings of this quantitative study are

based on the responses of twenty-five students from a section of Humanities and

Social Sciences Strand (HUMSS) to a survey questionnaire. A total of twelve males

and thirteen female students were the participants of the study. After the participants

have been grouped from the pre-test, five students who got lower scores than the

passing mark were placed in the experimental group and the rest of the twenty

students were placed in the control group. The researchers then preceded to the

experiment and a post-test was administered to both groups to measure the effects of

the experiment. A survey was administered to the twenty-five participants to gather

their overall perception in the study.

I. PRESENTATION OF DATA (Pre-Test)

13
 ANALYSIS

The English proficiency pre-test administered by the researchers contained

twenty items in total. With the passing mark of ten out of twenty, one student got six

out of twenty and two students got seven and eight out of twenty, with the total of five

students who got a score below the passing mark and twenty students with passing

marks. The pre-test determined the groups of the participants according to the results

and the researchers then administered the experiment on the five students in the

experimental group.

II. PRESENTATION OF DATA (Post-Test)

ANALYSIS

For the researchers to measure the efficiency of the experiment, a post-test

was conducted to both the experimental and control group. With the passing mark of

thirteen out of thirty-five, the total points distribution shows that only one out of the

twenty-five participants scored lower than the passing mark. Four out of five

14
participants from the experimental group and the control group scored with the passing

mark. In analysis, the experiment conducted by the researchers to the experimental

group shows that most students under the experimental group managed to get passing

marks along with the control group because of the peer learning experiment. The Pie

graph shown below conveys the responses of the twenty-five HUMSS students.

Social Interaction as a help in the Academic Performance of Students

The Percentage of The Grade 11 HUMSS Students’ Responses on Social

Interaction (Peer Tutoring) In Enhancing Academic Performance

Results and Interpretation

This part includes results and discussion relevant to the first question of the research

or the first variable of the study.

The computed percentage of the respondents of the Grade 11 HUMSS

students of Pilar College of Zamboanga City is shown above. The respondents are

asked to state their level of frequency on the statement through a Likert Scale by

15
selecting the options: Frequently, Occasionally, Rarely, and Never. As clearly

displayed, the majority of the students stated that they occasionally ask their peers for

help with a percentage of 56% and 8% of them stated that they frequently ask their

peers for help. Meanwhile, a percentage of 36% students stated that they rarely ask

their peers for help.

Drawing the results from the study, social interaction among peers is always

present in a student’s routine especially when it comes to asking for help in their

studies. Social interaction among peers plays a significant part in aiding students’ need

in their academic performance.

Peer Interaction and Tutoring in Enhancing the English Proficiency of Students

Results and Interpretation

This study also sought to determine if the students excelled better with the peer

tutoring method by providing a pre-test and post-test setup to the selected Grade 11

HUMSS students. Respondents were asked to answer the Agree to Disagree Likert

Scale regarding their perception in peer learning from the given tests and survey. The

researchers will be able to examine whether the respondents excel more in this new

mode of learning method using the data acquired from the survey question.

Considering that the responses of the respondents may vary depending on their

performance or opinions, the researchers will be utilizing the Demographic Percentage

Formula to calculate the percentage of each choice on the scale. The number of

responses and their percentage for each choice on the scale will be presented in the

following table.

16
 Table 1. The Percentage of The Grade 11 HUMSS Students’ Perception in

Implementing Peer Tutoring

Strongly Disagree Agree Strongly Total

Disagree Agree

The n 0 2 18 5 25
Implementation
% 0 8 72 20 100
of Peer

Tutoring

Programs in

Pilar College

The table presented above shows the computed percentages of several Grade

11 HUMSS students who shared their perception in the implementation of peer

tutoring programs in Pilar College. The presented statement was answered using the

Agree to Disagree Likert Scale which allowed the respondents to indicate their level

of agreement or disagreement with the statement by selecting one of the following

options: Strongly Disagree, Disagree, Agree, and Strongly Agree. As shown in the

table, none of the respondents strongly disagreed with the statement, whilst two (2)

students gathering 8% disagreed with the statement. Out of the twenty-five (25)

respondents, five (5) of them chose to answer strongly agree to the statement,

resulting in a 20% response rate. On the other hand, the majority of respondents (72%)

agreed to the implementation of peer tutoring programs.

Peer tutoring can refer to a variety of tutoring activities, but it most commonly

refers to students who study or learn in pairs in order to assist one another. Peer

17
tutoring normally leads to a greater grasp of academic subjects, but it is much more

productive when students of varying abilities collaborate. (Kunsch, Jitendra, & Sood,

2007). The researchers believe that right now, the most pressing need for students is

to learn how to manage social interaction among peers as a method of learning. It is

to foster improving our learning performances and gain benefits from our own peers

that will lead to academic excellence. In response to the research question, “How

important could peer interaction be in enhancing the English skills of students?”, the

researchers discovered that students can excel and improve their language skills in

this method of learning by participating and engaging more with peers. Since classes

are now held digitally and virtually, one of the features of peer learning is active

learning. It frequently entails students to participate and understand more in class,

rather than simply sitting and listening passively. According to the students’ responses

to the questionnaire, 16% of them strongly agreed and 84% agreed to the survey

question, “Would peer tutoring be a good learning method?” The findings of this study

are consistent with the statement of Bombardelli, O. (2016) which states that students

can use peer learning to improve their ability to organize and arrange learning

activities, collaborate with others, give and receive feedback on their work, and lastly

evaluate their own learning. Peer learning is becoming more important nowadays, and

it is now a part of many courses in a wide range of contexts and disciplines in many

nations across the world.

18
The English Proficiency of with or without Peer Learning

Results and Interpretation

This study also helps to determine if the students acquired more knowledge

through this method of learning. The selected Grade 11 students from the

experimental group were evaluated by the results of their pre-test and post-test scores

as the measure to determine how their knowledge have changed.

Table 2. The Scores of The Experimental Group before Peer Learning and After

Peer Learning

PARTICIPANTS PRE-TEST POST-TEST

SCORES (PM – 10) SCORES (PM – 13)

Student 1 6/20 16/35

Student 2 8/20 10/35

Student 3 8/20 13/35

Student 4 7/20 18/35

Student 5 7/20 19/35

The acquired scores of the five respondents shown on the table above conveys

a significant change after the experiment. In comparison with the results of the control

group, only one (1) student from the experimental group maintained a low score on

both tests whilst twenty-four (24) students, four (4) from the experimental and twenty

(20) from the control group had passing marks of thirteen and above.

This study was able to examine the overall impact of peer learning and social

interaction as a way to improve a student’s performance especially in language

19
proficiency. Strand stereotyping has been existing and most students have been

looking down on the HUMSS strand. Optimistically, this research will be able to debunk

stereotyping and encourage more students to interact with their peers not only to

strengthen social relationships but also to help in academics.

In summation, the results of this study are mainly focused on the Grade 11

HUMSS students in Pilar College Zamboanga City as the data were drawn from them.

It is risky to generalize all the students including the ones from other schools as each

of them has a varying preferences and experiences. Nonetheless, the results may still

be applied to other students who want to work on their learning not only in language

but in other areas as well and/or improve their capabilities while engaging with their

peers as a student during these trying times. In addition, knowing the certain effects

of peer tutoring as a learning method is beneficial not only to curious students but also

to other researchers who aim to further explore what social interaction among peers

hold and how it can help one’s academic performance.

20
 Chapter 5
Conclusions And Recommendations

Summary of the Findings

This study entitled “Effects of Peer Tutoring in the English Proficiency of Grade

11 HUMSS Students in Pilar College of Zamboanga City” was all about the insights

and evaluation of Grade 11 Humanities and Social Sciences students in Pilar College

of Zamboanga City, Inc. particularly the students who struggled in language

proficiency. There are some instances that the HUMSS strand is stereotyped by

individuals wherein they believe that HUMSS is the easiest strand that only requires

English Proficiency. In accordance with this phenomenon, the researchers conducted

an experimental study to selected students under the HUMSS strand to justify if which

students under this strand possesses good language proficiency and students who do

not, before and after the tutoring session. This was measured using the results of the

pre-test and post-test after it was conducted.

• There is a total of twenty-five respondents from the Grade 11 HUMSS strand

which is a justifiable quantity to be the source of data for this study.

• Lesson hand-outs were given to the experimental group and were taught

selected lessons from English grammar.

• The researchers found out that four respondents from the experimental group

scored the passing mark and above, along the respondents from the control

group.

21
 • The researchers then followed up with a survey questionnaire that would

measure the students’ overall insights and how it affected their skills.

Data together with its interpretation and analysis fully answered the stated

problems of the study.

Conclusions

Social interaction among peers plays an important role in a child’s development

especially as a student. As the pandemic evolved over time and caused people to

study and work from home, face to face social interaction decreased. Studying from

home in a virtual setup wasn’t easy for students due to the fact that it took a toll on

everyone’s mental health and that most teachers weren’t used to teach virtually. Most

teachers were inefficient in their teachings and most students struggled to cope up in

the new setup that they even lost motivation to continue studying and achieving.

Students would engage with their peers in mobile games, social media, and some

would just isolate themselves. This phenomenon caused everyone especially students

to withdraw from their academic interests and focus on themselves rather than

achieving or studying. However, despite the students’ unwillingness to focus on their

academic performance, virtual social interaction with their peers was always present.

Students mostly tend to their peers for help in their academic work and it is effective

ever since as it is proven to help and develop bond among peers while learning. The

researchers recognized how peer learning affected the academic performances in the

English proficiency of the Grade 11 HUMSS students of Pilar College of Zamboanga

City as there were a variety of perspectives and points to consider when the

participants shared their insights with the peer learning method. Although most

22
students’ English skills were good, some of them were able to be taught by the peer

tutoring approach and learned lessons that they didn’t know much about. As an

alternative learning method, peer tutoring has both benefits and downsides, causing

students to hold opposing opinions. In this regard, the researchers discovered that,

while students can both be attentive and inattentive in their classes, peer learning

encourages them not only to strengthen social relationships among peers but to help

them excel in their academic performances as well. The findings also revealed that

using different means to promote deeper and effective learning is more beneficial than

only using one, as the majority of the respondents agree with the statement. The

researchers believe that this study proves how social interaction among peers can be

utilized as another learning method for students to help enhance their knowledge and

skills not only in language proficiency but in other areas as well. This study shows how

students can also be teachers and listeners to each other, to help them establish a

good foundation of their relationships, build trust, and encourage them to learn more

because peer tutoring or peer learning motivate students to have fun and strengthen

bonds while learning new things.

Recommendations

As the study comes to a close, the researchers have made recommendations

for related sectors, individuals, academic institutions, and future researchers, as well

as a full clarification of the issue and experiences held by the study’s associated

participants and institutions.

23
1. The researchers recommend that students should consider constructing a plan

or a timetable that will help them manage their time better as procrastination is

one of the issues of the learning method wherein students tend to always ask

their peers for help in their academic tasks without exerting efforts.

2. The researchers recommend that teachers must also collaborate in

encouraging the students to build good social relationship among peers.

3. Peer tutoring programs as an alternative teaching and learning method, as

suggested by the researchers, should be implemented to assist students in

expanding their access to advanced study options.

4. Achievers are recommended by the researchers to be the main tutors to their

own peers in the field of their choice to be able to establish bond among peers

and lessen teacher workloads.

5. The researchers suggest that all students should be both a tutor and a tutee at

the same time. This will help develop the students’ skills and open an

opportunity for students to have more visualized learning for their future.

6. The researchers suggest to use peer learning method as a way for students to

learn especially in the field of English to be able to expand students’ language

proficiency and skills.

24
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29
 Appendices

LETTER TO THE RESPONDENTS

Praised be Jesus and Mary!

Good day, our dear respondents!

The researchers from 12 - St. Augustine would like to ask for your time and

participation to answer this survey regarding our research entitled “Effects of Peer

Tutoring in the English Proficiency of Grade 11 HUMSS students in Pilar College of

Zamboanga City.”

This survey is solely for research purposes and is not affiliated with any academic

subjects of the respondents.

The researchers would appreciate your responses so much. Thank you and God

Bless!

- The Researchers.

SURVEY QUESTIONNAIRE

Email: (Answer)

Full Name: (Answer)

Gender: (Male/Female)

EFFECTS OF PEER TUTORING IN THE ENGLISH PROFICIENCY OF GRADE 11

HUMSS STUDENTS IN PILAR COLLEGE OF ZAMBOANGA CITY
Scale: Frequently, Occasionally, Rarely, Never
1. How often do you need help in your studies?
2. How often do you ask your peers for help in your studies?
3. How often are you active in the internet to search for the answers you need in
your academic tasks?

30
4. How often do your friends/peers reach out to you for help in their studies?
5. How often do you think will students would want to have a tutor session with their
peers?
6. In your preference, how often should peer tutoring be done?
7. How often do you and your peers speak in English?
8. How often do you speak in English at home or in school?
9. How often do you read English literature or stories?
10. How often do you ask your peers for help in English?
Scale: Strongly Agree, Agree, Disagree, Strongly Disagree
11. As a student, is English hard for you?
12. Do you enjoy learning English grammar or English related subjects?
13. As a student, do you think that HUMSS students must be fluent in English?
14. As a HUMSS student, are you fluent in English?
15. In your opinion, do you think that peers can influence the English proficiency a
person has?
16. Is the peer tutoring session effective?
17. Did the handouts/trial tests help you enhance your English skills?
18. Are the researchers/tutors good, reliable, and approachable?
19. Should peer tutoring programs be implemented in Pilar College?
20. Would peer tutoring be a good learning method?

TABULATED DATA OF THE RESPONDENTS

PARTICIPANTS GENDER

Student 1 Male

Student 2 Male

Student 3 Female

Student 4 Female

31
Student 5 Male

Student 6 Female

Student 7 Female

Student 8 Female

Student 9 Female

Student 10 Male

Student 11 Female

Student 12 Male

Student 13 Female

Student 14 Male

Student 15 Female

Student 16 Female

Student 17 Female

Student 18 Female

Student 19 Male

Student 20 Female

Student 21 Male

Student 22 Male

Student 23 Male

Student 24 Male

Student 25 Male

TOTAL: 13 Females and 12 Males

32
 CURRICULUM VITAE

XATARA BEL U. DAGALEA

PERSONAL INFORMATION:

Nickname: Ara
Date of birth: August 26, 2004
Age: 17
Religion: Roman Catholic
Contact no: 09050228609
Email address: [email protected]
Address: Highlane Drive, San Roque, Zamboanga city
Skills: Writing, Public Speaking, Debating, Creativity, and an
Active listener
Experience: Human Resource Manager in EXBUD Consumer
Goods trading (2021)
Activities: Feature writer in the Pilarette (around 2015)
Published poems in the school paper.
Feature writer in Et Invictus (2021-2022)
Wrote articles for the school publication.
Voluntary Work
Public Speaking and Debating
Competed in Ateneo de Zamboanga University for
Tulampati (Spoken
Poetry) with an original piece.
First Placer and Best speaker in JHS British
Parliamentary Debate held in
Western Mindanao State University
Gender Advocate in WMSU (Gender Club Project
Manager in 2019)

33
 Future Homemakers in WMSU (Project Manager in
2019)
Dancetroupe Member in WMSU (P.I.O> in 2019)
Yearly Outreach with family
Ms. SciMath 2019 First Runner Up
Grade 8 and Grade 10 level officer. (Project Manager
and Vice President)
Consistent Honor Student

EDUCATIONAL BACKGROUND:

Elementary: Pilar College of Zamboanga City (2010-2016)

High school: Western Mindanao State University (2016-2020)
Senior high school: Pilar College of Zamboanga City (2020-2022)

34
NADEEM M. AL-MUJIL
PERSONAL INFORMATION:

Nickname: Dem
Date of birth: October 12, 2003
Age: 18
Religion: Islam
Contact no: 09672786418
Email address: [email protected]
Address: Hbhomes Sinunuc Zamboanga city
Skills: Self-management, Computer skills
Experience: None
Activities: Playing basketball, Working out, Reading

EDUCATIONAL BACKGROUND:

Elementary: Sarang Bangun Learning Center (2009-

2016)
High school: Pilar College of Zamboanga City (2016-
2020)
Senior high school: Pilar College of Zamboanga City (2020-
2022)

35
JOHN STEVEN S. CAMINS
PERSONAL INFORMATION:

Nickname: Tiben/Steven
Date of birth: November 3, 2003
Age: 18
Religion: Roman Catholic
Contact no: 09166727866
Email address: [email protected]
Address: Mercedes Zamboanga city
Skills: Self-awareness, Problem Solving, Decision
Making
Experience: None
Activities: Basketball player, Playing since 13 years old,
3x Champion

EDUCATIONAL BACKGROUND:

Elementary: Pilar College of Zamboanga City (2010-

2016)
High school: Mercedes National High school (2016-2020)
Senior high school: Pilar College of Zamboanga City (2020-
2022)

36
JHASMEN E. ZAPANTA
PERSONAL INFORMATION:

Nickname: Jhas
Date of birth: February 26, 2004
Age: 18
Religion: Roman Catholic
Contact no: 09356455334
Email address: [email protected]
Address: San Jose Gusu Zamboanga city
Skills: Creative, adaptability, willingness to learn
Experience: Online selling 2020-2020
Activities: Dancing – First Place (2017)
Ms. Palaro 2018 - First Runner Up
Audio Technician in Broadcasting Content (2018)

EDUCATIONAL BACKGROUND:

Elementary: San Jose Gusu Elementary school (2009-2015)

High school: Southcom National High school (2015-2020)
Senior high school: Pilar College of Zamboanga City (2020-2022)

37
SHEIMA JASMINE SOLEDAD
PERSONAL INFORMATION:

Nickname: Jazmine
Date of birth: July 28, 2002
Age: 19
Religion: Islam
Contact no: 09771050423
Email address: [email protected]
Address: San Jose Gusu, Suterville, Mangal Street, Zamboanga
city
Skills: Drawing art, Editing videos
Experience: Art Commission (2020-2022)
Youtube Content Creator
Activities: Drawing Artworks
Content Creator (Youtube and Twitch)

EDUCATIONAL BACKGROUND:

Elementary: Al-Hekma Elementary school (2009-2015)

High school: Pilar College of Zamboanga City (2015-2020)
Senior high school: Pilar College of Zamboanga City (2020-2022)

38
DIONE CURT F. ARCILLAS
PERSONAL INFORMATION:

Nickname: Bam bam/Curt

Date of birth: September 22, 2003
Age: 18
Religion: Roman Catholic
Contact no: 09663719477
Email address: [email protected]
Address: Manicahan Poblacion, Zamboanga city
Skills: Time management
Experience: Mini Grocery (2015-2022)
Activities: Soccer (Barangay Representative)

EDUCATIONAL BACKGROUND:

Elementary: Manicahan Central School

High school: Manicahan National High School
Senior high school: Pilar College of Zamboanga City

39
KHALLEN A. ARAP
PERSONAL INFORMATION:

Nickname: Yep Yep

Date of birth: May 28, 2004
Age: 17
Religion: Islam
Contact no: 09513041273
Email address: [email protected]
Address: San Jose, Armor village, Zamboanga city
Skills: Immediate observation, Calming people, Quick thinking
Experience: None
Activities: Boy Scouts
Cheer dancing
Community

EDUCATIONAL BACKGROUND:

Elementary: Gudines Elementary School, Jolo Sulu (2011-

2016)
High school: Southcom National High school (2017-2020)
Senior high school: Pilar College of Zamboanga City (2021-2022)

40
JUSTINE AIRO

T. LACASTENSANTOS
PERSONAL INFORMATION:

Nickname: Pooh
Date of birth: April 2, 2004
Age: 18
Religion: Roman Catholic
Contact no: 09614587781
Email address: [email protected]
Address: Luyahan, Pasonanca, Zamboanga city
Skills: Self management
Experience: None
Activities: Online games

EDUCATIONAL BACKGROUND:

Elementary: Luyahan Elementary School (2011-2016)

High school: Pilar College of Zamboanga City (2017-2020)
Senior high school: Pilar College of Zamboanga City (2021-2022)

41
DARWISA A. NASSER
PERSONAL INFORMATION:

Nickname: Yhang
Date of birth: June 1, 2003
Age: 18
Religion: Islam
Contact no: 09155876588
Email address: [email protected]
Address: Recodo purok 6B, Zamboanga city
Skills: Drawing art and Active listening
Experience: Creating and selling outfits on online games, Cashier in
Boutique
Activities: Playing Rhythm Dance games and Second Life (SL)

EDUCATIONAL BACKGROUND:

Elementary: Recodo Elementary School (2011-2016)

High school: Pilar College of Zamboanga City (2017-2020)
Senior high school: Pilar College of Zamboanga City (2021-2022)

42
FATIMA HADIQA A. YASIN
PERSONAL INFORMATION:

Nickname: Hadiqa
Date of birth: April 4, 2004
Age: 18
Religion: Islam
Contact no: 09155878574
Email address: [email protected]
Address: Seaside Subdivision, Baliwasan, Zamboanga city
Skills: Creativity, Decision Making, Active listener
Experience: Photojournalist
Activities: Donation

EDUCATIONAL BACKGROUND:

Elementary: Pilar College of Zamboanga City (2011-2016)

High school: Pilar College of Zamboanga City (2017-2020)
Senior high school: Pilar College of Zamboanga City (2021-2022)

43