THE EFFECTIVENESS OF PEER TUTORING TOWARD ACADEMIC

IMPROVEMENTS OF GRADE 12 ACCOUNTANCY BUSINESS AND

MANAGEMENT STUDENT OF CHRISTIAN SAMARITAN SCHOOL-
TAGOLOAN CAMPUS

A Research Presented to the Panelist of

Christian Samaritan School – Tagoloan Campus

In partial fulfillment for the requirements of the Subject Practical Research 1

Prepared by:

Amoncio, Jessel C.
Amparo, Joerry jr. P.

Batasinin, Jivrein
Cabunoc, Ashly S.
Caculba, Immanuel S.
Macarandan, Joshua M.
Manlod, Maryrose E.
Pelin, Ruel Jr. E.
Tablon, Emilyn B.
Suraniog, Alimar T.

November 2024
 CHAPTER I
THE BACKGROUND OF STUDY

Introduction
Peer tutoring provides opportunities for students to work with a peer
partner to engage in roles where one serves as the tutor and the other the
tutee. The strategy of peer tutoring, which allows students to gain knowledge
and skills from one another, is described in this chapter. Various methods are
discussed to prepare and engage students in reciprocal peer tutoring
activities. Guidance is provided to assist teachers in establishing support
structures, and determining the educational outcomes that will be suitable for
efficient peer tutoring. There are a number of peer tutoring strategies suitable
for different school levels in place. The possibilities for improving learning are
increased if students are encouraged to work in partnership and help one
another organize and process information, Garry Hornby & Deborah Greaves
(2022).
Moreover, which students are trained to work together to improve their
academic skills, peer tutoring is a popular intervention. Two types of peer
tutoring strategies are covered in this chapter: classroom wide peer tutoring
and individual peer tutoring. The characteristics of these strategies are similar,
but they differ in scope and goals. Practical advice on how to implement both
types of peer tutoring strategies is included, as are considerations of diversity
and equity in the implementation of peer tutoring in schools. It also includes a
sample teaching protocol for peer tutors, David A. Klingbeil & Stacy Ann A.
(2021).
Nevertheless, the quality and cost effectiveness of peer teaching and
training in this sector are increasingly under investigation. It has long been
suspected that traditional curricula, delivered and assessed in the traditional
manner, promote a more general approach to learning rather than deeper or
even strategic approaches, Anam, M. (2020).
A broad learning strategy consists of peer education. It's about a lot of
activities in which people are learning from different techniques. In schools
and colleges, these activities included a traditional model of classroom
supervision as well as more inventive learning groups in higher education. In
proctor model the senior students act as tutors and junior students as tutees.
On the other hand, in innovative learning groups students of the same age
group or same level help each other by forming partnerships. Griffiths,
Housten and Lazenbatt (2020).
A number of studies have also shown that peer tutors can improve
reading comprehension. In the Robison study of 2022), it was found that after
a peer tutoring had been carried out while the control group progressed, the
experimental group became regarded as superior.
Statement Of The Problem

This study will determine the Effectiveness of Peer-Tutoring toward

Academic Improvements of Grade 12 Accountancy Business and
Management student of Christian Samaritan School Tagoloan Campus.
Specifically, the problem seeks to the answer the following.
1. What is the profile of the respondents in terms of:
1.1. Age
1.2. Gender
1.3. Parents Monthly income
1.4. Parents Highest Educational Attainment

2. What is the level of peer tutoring towards academic Improvements among

Grade 12 ABM students of Christian Samaritan School in terms of:
2.1. Learning Style
2.2. Prior knowledge
2.3. Motivation

3. Is there a noteworthy difference between the impacts of Peer-tutoring

towards Academic Improvements of the students when grouped according to?
3.1. Learning Style
3.2. Prior knowledge
3.3. Motivation
Theoretical Framework

The reviewers of the research in this field recognized the need for a
theoretical analysis of the peer tutoring process. To that end, the paper deals
with a process of peer tutorship from different points of view in psychology,
education and society. The paper deals with the definition of peer tutorship,
the psychological and educational process of peer tutorship as a learning and
teaching experience, and the concept of peer tutorship as a cooperative social
system and as a group reward structure. The framework for the study and
implementation of peer tutors to enhance certain academic and societal
objectives is provided in this theory discussion by both researchers and
practitioners. Jiska Lee Psychology in the Schools 23 (2), 175-186, (2020).

Moreover, Mirjan Zeneli, Peter Tyms, (2019). A form of peer learning

which has been proven to be effective educational intervention in terms of
improving student's performance, social and academic attitudes, behavior and
language is Peer Tutoring. The theory of social interdependence provides a
framework to understand the efficiency of peer learning. Although the
framework has been widely used in groups of three or more students, it is not
clear to what extent this framework was applied within a peer tutoring context.

Conceptual Framework

A structured understanding of the main elements, principles and

procedures for peer tutoring programs is provided by Peer Tutoring. The
relationship of the tutor and his pupil, which is created, maintained and
facilitated learning by leverage, forms a central aspect of peer coaching. The
framework explains how peer tutoring promotes knowledge building by
incorporating learning theories such as social constructionist or cognitive
apprenticeships. It defines the role and responsibilities of tutors, outlines
training and support for teachers, and promotes feedback and reflection as
well as exploring factors that influence motivation and participation. Along with
the assessment, evaluation, sustainability and scalability strategies, culture
and contextual considerations will be addressed. By delineating these
components, the framework guides program development, implementation,
and research to optimize the benefits of peer-to-peer learning experiences.
Schematic Diagram

Independent Variable Dependent Variable

Age Learning Style
Gender Prior knowledge
Parents Monthly Income Motivation
Parents Highest
Educational Attainment

Figure 1. The Schematic Diagram showing the Interpret Connection of two

variables.

Scope and Limitations Of The Study

The scope of the study will be the Grade 12 Accountancy Business and
Management of Christian Samaritan School Tagoloan Campus will only be
limited to 32 persons.
The purpose of studying the effectiveness of peer tutoring is to
understand its impact on student learning and academic performance. This
research can provide insights into whether and how peer tutoring contributes
to improved understanding of subject matter, better grades, and increased
retention of knowledge. Peer tutoring can offer several potential benefits,
including personalized instruction, increased engagement and motivation, and
development of interpersonal and communication skills. It can also provide
tutors with a deeper understanding of the subject matter and enhance their
leadership and teaching skills. By assessing the effectiveness of peer tutoring,
educators and institutions can make informed decisions about implementing
or continuing peer tutoring programs. The findings can guide the design and
delivery of these programs to maximize their benefits for both tutors and tutee.
It’s also worth noting that studying the effectiveness of peer tutoring can help
identify the conditions under which it is most beneficial. For instance, it might
be more effective for certain age groups, subject areas, or types of students.
Significance Of The Study
Significance of the study will be the Grade 12 Accountancy, Business
and Management of Christian Samaritan School Tagoloan Campus.

Students- Peer tutoring allows for higher rates of student response and
feedback, which results in better academic achievement.
Teachers- In order for a program to be successful, teachers should be
constantly monitoring tutoring sessions. In the beginning, teachers should sit
with student partnerships and provide one-on-one feedback to help students
improve.
Parents- This study aims to study the effectiveness of peer tutoring programs
through peers and families in improving reading comprehension skills
School- 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.
Community- The study attempts to investigate the concept of peer tutoring
and its impact on learning. Peer tutoring can be applied among the students of
the same age group or students from different age groups.
Future Researchers- students can gain a better understanding of their
problem-solving abilities and learn to evaluate their own learning processes.
While the effect size of this improvement may be small, the overall impact of
peer tutoring on student learning and development is clear.
Definition Of Terms
The following words are provided with definition in order to easily
understand the following.
Framework – is a real or conceptual structure intended to serve as a support
or guide for the building of something that expands the structure into
something useful.
Implementation- the execution or practice of a plan, a method or any design,
idea, model, specification, standard or policy for doing something.
Motivation – the desire to act in service of a goal.
Negotiation – a strategic discussion intended to resolve an issue in a way
that both parties find acceptable.
Outcomes – a result or effect of an action, situation.
Prior knowledge – refers to what a learner already knows before learning
new information.
Schematic diagram – is a graphical representation of a plan or a model that
is presented in a simple, accessible way. Schematics use simple lines and
symbols to communicate information such as what, how, and where.
Self-esteem – is how we value and perceive ourselves
Theoretical – is a graphical representation of a plan or a model that is
presented in a simple, accessible way. Schematics use simple lines and
symbols to communicate information such as what, how, and where.
Tutoring – to teach or guide usually individually in a special subject or for a
particular purpose.
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

This study mainly focused on Reviewing the Related Literature and

studies relevant to the research problem. The central idea of the problem
being investigated is related to The Effectiveness of Peer-tutoring.

Foreign Setting
According to Ullah, I., Tabassum, R., & Kaleem, M. (2021). Individual
difference cannot be neglected at any stage of human learning. Therefore,
teachers should design learning activities that can better address the
individual needs of students. Some need-based learning activities are
discussion, group work, private tuition, mentoring and peer tutoring. These
methods are usually adopted to enhance students’ learning

Moreover, Thurston Allen, Maria Cockerill, and Tien Hui Chiang (2021.
There is strong evidence that peer tutoring, as a form of cooperative learning,
has a positive impact on tutor and tutee outcomes. However, little previous
research has been reported as to the differential effects of engaging in
cooperative learning in dyads for peer tutors and peer tutees, respectively.
Gains were significantly greater on independent standardized reading
comprehension tests for those engaged in cooperative learning than those in
comparison classes, and greater for tutors than tutees. The results are
explored by critically reflecting on the underlying theories of education that
may be at play in classrooms using this form of cooperative learning.

According to Francisco Alegre, Lidón Miravet, Gil Lorenzo-Valentin,

Ana Maroto (2021). The academic effects of learning statistics and probability
through peer tutoring were analyzed in the research reported on here. Two
hundred and eight students enrolled in Grades 7, 8 and 9 participated. Fixed-
and same-age peer tutoring was implemented 3 times per week for 6 weeks.
Each tutoring session lasted approximately 25 minutes. The main aims of this
research were to quantify the effect of peer tutoring and to determine any
differences among grades. A pre-test-post-test design was employed.
Students were assigned to control or experimental conditions.

Local Setting

According to Ruoyao, (2023), given the weaknesses associated with

the lecture method in teaching skill-based subjects, researchers have spent
time investigating other pedagogical methods that will boost students’
academic performance. One such method, which has gained popularity
among researchers, is the application of peer tutoring. Peer tutoring refers to
the method whereby students teach and learn independently, with each other
and from each other’s abilities and competencies. In addition to the lecture
method, peer tutoring should be given all due consideration when teaching
accounting, as an Innovative teaching strategy will secure first-year
Accountancy student’s academic performance in Financial Accounting and
Reporting by improving their academic and social performances.

Additionally, Candelaria, (2022), on one hand, peer tutoring is a

method of learning under which high performers are paired with low achievers
or students with the same performance level in math or reading for structured
study times. On the other hand, this study aimed at finding out the problems
faced by selected grade 6 students in mathematics to enable them improve
their academic achievement in the subject. In terms of data collection, all
grade six boys and girls will be sampled separately as indicated by pretest
and posttest questionnaires. Those who do not meet these specifications will
be dropped from the information gathering process.
Moreover, Berso & Lorente, (2020), For the present descriptive-
comparative research, objectives require the development of session plans
containing learning activities for peer tutoring who will teach quadratic
equations for this experiment on five classes of Grade 9 students of Bantayan
National High School, Tabaco City, Albay, Philippines, restfully study under
the treatment by which one class is purposively chosen as peer tutored group
and four classes composition as non-peer tutored groups . Peer tutoring taken
to the students during Independent/Cooperative Learning period. Learner
written reflections, notes from class observations, findings from the focus
group discussions and performance of students in periodic examinations.
Results indicated that nine teaching sessions were completed that included
learning activities designed using collaborative and contextualized learning
approaches. Peer tutors had the opportunity to study it again and revise what
they have learnt making them more confident and interested in learning
Mathematics with their peers. Similarly, some peer tutors made new friends
while others. Again, other than being able to teach tutees better, peer tutees
are taught by their counterpart who quickly give the feedback after every
lesson. They also learned how to cooperate and participate with their tutor.
 References
Alegre, F., Moliner, L., Lorenzo-Valentin, G., & Maroto, A. (2021). Learning
statistics and probability through peer tutoring: A middle school
experience. South African Journal of Education, 41(Supplement 2), S1-
S9. https://doi.org/10.15700/saje.v41ns2a1861

Berso & Lorente, (2020). International Journal of Asian Social Science,

11(6). https://doi.org/10.18488/journal.1.2021.116

Candelaria, P. C. (2022). Peer tutoring on enhancement of mathematics

performance of selected grade 6 students at Gregorio Herradura
elementary school, Victoria, Laguna, Philippines.
https://doi.org/10.21467/preprints.425

Cohen, J. (2020). Theoretical considerations of peer tutoring. Psychology in

the Schools, 23(2), 175-186.https://doi.org/10.1002/1520-
6807(198604)23:23.0.co;2-h

Hornby, G., & Greaves, D. (2022). Implementation of evidence-based

teaching strategies. Essential Evidence-Based Teaching Strategies,
133-139. https://doi.org/10.1007/978-3-030-96229-6_10

Klingbeil, D. A., January, S. A., & Drachslin, L. R. (2021). Peer tutoring.

Peers as Change Agents, 48-
60.https://doi.org/10.1093/med-psych/9780190068714.003.0005

Mirjan Zeneli, Peter Tyms. (2019). International Journal for Cross-

Disciplinary
SubjectsinEducation,7(4).https://doi.org/10.20533/ijcdse.2042.6364.20
16

Thurston, A., Cockerill, M., & Chiang, T. (2021). Assessing the differential
effects of peer tutoring for tutors and tutees. Education Sciences, 11(3),
97.https://doi.org/10.3390/educsci11030097

Ullah, I., Tabassum, R., & Kaleem, M. (2018). Effects of peer tutoring on the
academic achievement of students in the subject of biology at
 secondary level. Education Sciences, 8(3), 112.
https://doi.org/10.3390/educsci8030112

Robison et. (2022). How to improve students' reading comprehension ability

in primary Chinese teaching. Foreign Language Science and
Technology Journal Database Educational Science.
https://doi.org/10.47939/es.v3i1.064
 SURVEY QUESTIONNAIRE

Name: ______________________________
Optional

Purpose: This questionnaire is made by the researcher in order to use in

conducting a survey on the number of respondents with the aim of gathering
data that will help the researchers in determining the
factors/impact/causes/etc. THE EFFECTIVENESS OF PEER TUTORING
TOWARD ACADEMIC IMPROVEMENTS OF GRADE 12 ACCOUNTANCY
BUSINESS AND MANANGEMENT STUDENT OF CHRISTIAN SAMARITAN
SCHOOL TAGOLOAN CAMPUS.

Part I – POFILE OF THE RESPONDENTS

AGE:

16-17 years old

18 - 19 years old

20 years old & (above)

GENDER:

Male

Female

PARENTS HIGHEST EDUCATIONAL BACKGROUND:

Elementary Level Elementary Graduate

High School Level High School Graduate

 College Level College Graduate

PARENTS MONTHLY INCOME:

0-5,000 5001-10,000

10,001-15,000 15,001-20,000

20,001 above

PART II – THE EFFECTIVENESS OF PEER TUTORING OF CHRISTIAN

SAMARITAN SCHOOL TAGOLOAN CAMPUS.

Directions: There are several statements below that may or has a greatest
contribution to the study. Please indicate with a Check Mark (✓) on the
column that represents your responses and its equivalents.

Legend:

5 – Strongly Agree
4 – Agree
3 – Neutral
2 – Disagree
1 – Strongly Disagree

MOTIVATION 5 4 3 2 1

Do you believe that learning can be inspired

1.
by peer tutoring?
Is peer tutoring able to increase learning
2.
productivity?

3. Do students gain from peer tutoring?

Is it possible to peer tutor a student who

4.
lacks experience? And/or motivation?
5. Do you believe that receiving peer tutoring
influences how involved and involved you
 are in class activities?
Do you think that reducing academic
6. struggle can be achieved through peer
tutoring?
Do you think peer tutoring helps you study
7.
less difficultly?
Do you think peer tutoring aids with kids’
8.
ability to focus in class?
Do you believe that learning in challenging
9. disciplines like math, physics, etc. is
significantly impacted by peer tutoring?
10 Do you think peer tutoring improves your
. grades in challenging topics?

LEARNING STYLE 5 4 3 2 1

Do you think there are positive side

1.
effects in peer tutoring to a student?
Do you think there are negative side
2.
effects in peer tutoring to a student?
Do you believe that peer tutoring
3. assists you with your academic
struggles?
Do I get better at more skills with peer
4.
tutoring?
Do you think that peer tutoring is more
5. advantageous than a teacher’s
learning style?
Is peer tutoring effective in helping you
6.
understand the subject matter better?”
I have been part of a peer tutoring
7.
session before.

8. I find peer tutoring helpful.

 Is peer tutoring more suited for certain
9.
learning styles?
It appears that understanding your
10 learning style can make you a better
. peer tutor.

PRIOR KNOWLEDGE 5 4 3 2 1

Do you agree that prior knowledge

1. can enhance the skills of the
students?
Is prior knowledge can give a positive
2.
impact for the students?
I feel confident in my understanding of
peer tutoring before engaging in a
3.
session.

Do prior knowledge give students to

4.
build more learnings?
Do you think prior knowledge will help
5.
my experiences better?
Do you think prior knowledge helps
6.
me with my learning of hard subjects?
Do you think prior knowledge helps
7. your knowledge about spelling and
solving?
Do you think that prior knowledge can
8.
apply any good experiences?
Is prior knowledge help with your
9.
problem of understanding?
I believe my prior knowledge impacts
10
my ability to benefit from peer
.
tutoring."