1

CHAPTER 1

CONTEXT AND RATIONALE

Overview and Introduction of the Research Topic

Measurement is an essential part of learning physics and hence mastery of units of

measurements is crucial. These units are the building blocks of any scientific computation and

their proper usage is critical in the analysis of various physical events. At Mindanao State

University - University Training Center, the researchers have observed that Grade nine (9)

learners frequently struggle with this critical aspect of their physics.

During the observation and assistantship at the school of the researchers, the researchers

realized that many of them consistently made mistakes in using the right units of measurement

during board work. These mistakes not only produced wrong answers but also indicated a failure

to understand the fundamental concepts that are crucial for their overall progress in physics.

Considering that measurement plays a crucial role in academic and practical aspects of physics,

this issue has to be resolved.

Discussion of the Research Gap or Problem

The k to 12 Basic Education Program emphasizes the integration of 21 st – century skills

into the teaching and learning environment. Learners are assessed in the classroom through

various processes and measures appropriate and congruent to the learning competencies defined

in the k to 12 curricula. Learners may be assessed individually or collaboratively. Written work,

performance tasks, and quarterly assessment.

 2

Physics is closely related to human life. Physics is rich in its concepts, theories, and

equations. Physics speak the language of mathematics in qualitative and quantitative

calculations. In addition, dominant in physics is the nature of problem-solving, meaning almost

all aspects of physics are concerned with problem-solving.

Physics need to be solved through problem-solving because the problem solving of

physics is a tradition that has been done by physicists, such as newton who discovered his laws.

Thus, physics education should create students who are dept at problem-solving. Problem

solving defines as the process of identifying an existing problem, determining the root cause or

causes of the problem, deciding the best course of action in order to solve the problem, and then

finally implementing it to solve the problem.

All science develops knowledge that directs students to be proficient at problem-solving.

Problem-solving is the goal of modern education so that college students as individuals who can

solve the problems encountered in everyday life. Slavin (2014) defines problem-solving as the

application of knowledge and skills to achieve certain goals. In this case, students must know

what to do (know how to solve problems) in situations, students do not know how to solve the

problem using existing information. Thus, the educational process should enable students to use

their knowledge in solving problem, referring to the effort required to achieve its goals and

solutions.

The main problem discovered is the difficulties that Grade nine (9) learners have in

correct application of units of measurement in their physics lessons. These difficulties are most

observed during problem-solving tasks in which learners must apply theoretical understanding to

practical problems. Incorrect unit usage often leads to wrong answers, indicating a conceptual
 3

gap. This persistent issue suggests the need for specific intervention to improve learners'

competency in this area.

Although the effectiveness of peer tutoring has been established in general education

literature, little research has been conducted to examine the effectiveness of the strategy in

enhancing learners’ understanding and application of unit measurements in physics. Previous

research mainly targets on the impact of peer tutoring on the learners’ academic performance and

on the creation of cooperative learning context. Still, they fail to explain how this method may be

adapted to fix particular misconceptions, for instance, those concerning measurement units in

physics. This gap calls for studies that investigate the effectiveness of peer tutoring in enhancing

this particular educational problem.

Introduction of your Prepared Solution

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

another. Throughout the process, the learners learn from one another in an organized manner.

Peer tutoring allows learners to put their prior knowledge and experience to use in a meaningful

way. Peer tutoring is one of the more extended forms to support new learner’s adjustment (Kuh

et al. 2006; Ruffalo Noel -Levitz 2015), and it describe as the active assisting and supporting of

status equals or matched companions in the development knowledge and skill, with both tutees

and tutors benefiting from the transaction (Topping, 2015). Peer tutoring helps to develop the

skills of learners to manage and plan learning experiences, work in association, give and receive

responses about their activities and finally evaluate their learning.

 4

Peer tutoring is a teaching strategy that uses students as teachers. The student pairs might

work on academic, social, behavioral, functional, or even social skills. There are many different

ways to pair students, such as ability level, skills, mastered, or age.

Furthermore, peer tutoring is a teaching approach in which a group of students engages to

aid each other’s learning, with one learner serving as the tutor and the other as the tutee. Peer

interaction among learners is useful in learning new skills, knowledge, and solutions to each

other’s problems by playing, talking, and sharing ideas. Peer tutoring helps to develop the skills

of learners to manage and plan learning experiences, work in association, give and receive

responses about their activities and finally evaluate their learning.

To address the identified problem, this study proposes the implementation of peer

tutoring program for the targeted Grade nine (9) learners learning measurement physics. This

program will involve identifying some learners to be trained as peer tutors who will in turn be

expected to tutor fellow learners. The aim of this study is to foster an environment that is

conducive to learning and where learners are able to engage with the subject matter and their

peers in a constructive manner. The prepared solution involves the use of peer tutoring as a

strategy that would help improve learners’ conceptual knowledge of measurement physics. Peer

tutoring is a form of learning where learenrs are grouped together to learn from one another,

which can enhance their performance and understanding of the subject matter.

Context Rationale

The implementation of this study in Mindanao State University – University Training

Center gives a certain academic environment to determine the effectiveness of peer tutoring in

improving learners’ understanding in the usage of unit of measurement in physics among the
 5

Grade nine (9) learnerss. This research will be helpful in the given context of the institution and

aims to provide valuable suggestions to the teaching and learning process. Communicating with

the teachers and administrators in the school can also help in expanding and continuing the peer

tutoring program.

ACTION RESEARCH QUESTION

This study will focus on the peer-tutoring among Grade nine (9) learners as an

innovation, intervention, and strategy to address the encountered problem on Grade nine (9)

learners who are still confuse of the light units to be used when solving problem-solving topics in

physics at MSU-UTC experimental campus of the school year 2023-2024.

Specifically, this study aimed to address the following question.

1.) What is the effect of the peer-tutoring among the Grade nine (9) learners?

2.) Is there a significant difference between the pretest and post-test scores?

3.) What recommendation that can be drawn from the findings of the study?

Null Hypothesis

The following hypothesis was tested at 0.5 level of significance

Ho: There is no significant difference between the participants pretest and posttest scores.

Alternative Null Hypothesis

Ha: There is a significant difference between the participants pretest and posttest scores.

Proposed Innovation, Intervention, and Strategy

 6

This action research focused on providing enough knowledge needed by the learners

enrolled during the year 2023-2024 in Mindanao State University- University Training Center

located at Barrio Green, Marawi City. The researchers will conduct a pre-test before the

application of the intervention which is the Peer tutoring and post-test design after the applied

intervention to determine the conceptual understanding of the learners in Science specifically in

the usage of unit of measurement in physics.

The researchers will choose to conduct their study at Mindanao State University-

University Training Center Experimental located at Barrio Green, Marawi City because the

researchers spent a lot of time in the mentioned school since their ELC101 (Observation) and

ELC102 (Assistantship) which made it easier for the researchers to engage themselves in the said

school as they are all familiar to their environment or the school.

In addition to this, the researchers think of a proposed solution to this problem, the

following are the several strategies that can help in enhancing the conceptual understanding

needed by the learners in terms of problem-solving specifically in the unit of measurement in

physics. Conducting a peer tutoring to enhance their conceptual understanding in the usage of

measurement.

As what have mentioned, in UTC experimental, the researchers observed that most of the

learners from Grade nine (9) still incorrectly used the unit of measurement in their subject

Physics every time they participated in board work problem-solving or having an individual

assessment.

Due to this problem, the researchers will propose a peer tutoring by collaborating with

the principal and the Science teacher of that specific classroom. Through this, this will help to
 7

enhance the conceptual understanding of the learners in terms of the right usage of unit of

measurement.

Providing Peer tutoring

The researchers noticed the misusage of the unit of measurement in physics among the

learners in Grade nine 9 Fluorine every time they had a board work activity like problem-

solving, quizzes or assignments. Due to this, the researchers will use a peer tutoring as their

intervention wherein the basis of pairing is the score of each learner, they got from their pretest

given by the researchers. The student who got the highest score in pretest will be paired to the

student who got the lowest score in the pretest and so on. This peer tutoring will help to enhance

their understanding in problem-solving skills and in the right usage of unit of measurement.

Scope and Limitations

This study will focus on the use of peer-tutoring as an intervention in teaching Physics

for the secondary high school learners in Grade nine (9) in Mindanao State University –

University Training Center. This study covers only the subject matter under projectile motion,

impulse and momentum, and conservation of linear momentum. This study will make use of pre-

test and post-test in conducting this study. The researchers will make use of peer-tutoring on the

concepts of matter. The researchers will limit the study in terms of the honesty of the learners in

answering instruments like pre-test and post-test as it’s beyond the control of the learners.
 8

CHAPTER 2

RELATED LITERATURE AND RELATED STUDIES

This chapter presents the related literature and studies which have significant role in

conveying the validity and reliability of the study.

Related Literature

According to Altaf (2019), understanding the external world, the internal world, and the

external world requires an understanding of physics. This most fundamental and basic science is

this one. Physics is the study of cosmos, encompassing everything from massive galaxies to tiny

subatomic particles. In addition, chemistry, oceanography, seismology, and astronomy are only a

few of the numerous sciences that are built upon it.

The standard used to quantify physical quantities is called a unit. It is divided into two

categories: fundamental units and derived units. According to Texas Gateway (2024), there are

seven fundamental physical quantities in physics that are measured in base or physical

fundamental units: length, mass, time, electric current, temperature, amount of substance, and

luminous intensity. Units for other physical quantities (like force, speed, and electric charge) are

describe by mathematically combining these seven base units. In this study, the researchers will

give highlights to the two basic fundamental units that are commonly used in Grade nine (9);

length and mass.

According to Medical College of Wisconsin (2022), the sociocultural theory of cognitive

development analyzes the influence the world has on individual development. It states that
 9

learning is a mainly social process whereby development occurs through encounters with persons

who possess more information or ability than the learner.

According to Vygotsky, as cited by Medical College of Wisconsin (2022), learning is a

process of acquiring knowledge, beliefs, and problem-solving strategies through interactions

with what he termed “more knowledgeable than others”. We interpret the information we come

across by means of our social interactions. We rely on other people to help us make sense of the

world because it is fundamentally a social process. Social learning thus preceded individual

development and is unique to the individual.

According to Gudinge (2018), as cited by Vygotsky (2017), cooperative learning is based

on the sociocultural perspective, and the thoughts are based on Vygotsky’s theory that learning is

a social process that arises in interaction with others. Student participation is crucial to the

learning process in this kind of approach. For the group to work well together, the students must

be actively involved in one another. In cooperative learning, students are divided into groups and

work as a cohesive unit, with each group member contributing to a group activity that is assigned

to them.

According to As Wang (2018), as cited by Owusu, et.al, (2023), peer tutoring stands as

an instructional approach wherein institutions (teachers, departments, schools) formulate

opportunities that enable students to engage in reciprocal teaching and learning. This

methodology facilitates the adept utilization of both teachers and peer-tutor capabilities, fostering

personalized instruction and effective classroom management.

In peer-tutoring, a student instructs a fellow student by assuming the role of a teacher.

When students are paired, they may be paired of similar or different ages, or they may be
 10

intelligent students matched with less intelligent students. They are having one-on-one

interaction of teaching and learning process by themselves.

 11

Related Studies

There is research study entitled Dealing with Metric Unit Conversion: An examination of

Prospective Science Teachers’ knowledge of and difficulties with conversion by Dincer &

Osmanoglu (2015). For the data collection, a measurement test with 14 questions was prepared

by the researchers drawn from the literature. The first 11 questions of the measurement test

consisted of questions of about conversions within metric measurement units for length, area,

volume, mass, as well as knowledge of approximate size of body and some uses of metric units.

The other remaining three open-ended questions (12-14) aimed to determine whether and what

kind of difficulties the participants had on unit conversion. The test was administered to the

participants at the end of the semester to examine what they knew about unit conversion. The

findings of the study imply that Essential skills must have to put an attention or must have

chance to exercise, so it wouldn’t be difficult to identify what unit should use to the certain

calculation as well as to get the correct routine of metric conversion.

AbdulRaheem, Yusuf, and Odutayo (2017) conducted a study related to the use of peer

tutoring entitled “Effect of Peer Tutoring on Students’ Academic Performance in Economics in

Ilorin South, Nigeria”. The researchers conducted the study with two purposes. The main

purpose of the study was to determine the difference in performance between students taught

with peer tutoring and conventional instructional strategy in economics. The second purpose of

the study was to investigate whether any difference in the performance of students taught with

peer tutoring was a result of their gender, thereby finding out if peer learning favors males over

females or vice-versa. The design of the study was a quasi-experimental that employed a pretest

and posttest design. The researchers randomly selected the participants of the study. The

experimental group had an intact class of 40 students while the control group had an intact of 38
 12

students, making a total of 78 students. The researchers found that peer tutoring instructional

strategy has a significant effect on students’ academic performance in economics in Ilorin. The

findings also showed that there was no significant difference in the performance of students

exposed to peer tutoring instructional strategy on basis of gender.

Another study related to peer tutoring was conducted by Batoy, Palma, Talam, and

Bacatan (2022) entitled “The Effects of Cooperative Learning in Teaching Measurement

Conversion on Grade V Mathematics”. The researchers conducted the study to determine the

effects of cooperative learning in teaching measurement conversion in Grade 5 Pupils in

Camudmud Elementary School. The participants of the study consist of 20 samples of the

students in a control group while 21 students in experimental group from Grade 5 students in

Camudmud Elementary School. The instrument that the researchers used in gathering the data

was a research-made questionnaire which was validated by experts. The researchers conducted

the study for two weeks which include the conduct of pretest, delivery of instruction to the

identified students in the experimental and control group and the conduct of posttest. The

researchers found out that the cooperative learning was more effective than traditional learning

in teaching conversion to the learners.

Another study related to peer tutoring was conducted by Rex S. Cuizon entitled “Peer

Tutoring: An Intervention to Improve Learners’ Involvement in Performance Task”. The purpose

of the study is to determine the effectiveness of peer tutoring in improving the involvement in

performance tasks of Grade 11 learners. The participants of the study were the 92 Grade 11

learners of Lubang National High School, Buenavista District. The study centers on the

difference between before and after peer tutoring as an intervention. The findings of the study
 13

shows that there is an improvement of the involvement of the learners in the performance task

after the peer tutoring intervention.

A study conducted by Lidon Moliner and Francisco Alegre (2020) entitled “Peer

Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience” has a

positive result. The main aim of the research was to determine the effect of peer tutoring on

middle school students’ mathematics anxiety. The researchers used quasi-experimental design in

conducting the study. There was a total of 420 students who participated in the study. All

students participating in the study took pretest just before the second trimester started. During the

second and third trimester peer tutoring was implemented. Peer tutoring was implemented three

times per week for 6 months with students in the experimental group. Afterwards, posttest was

administered. The findings of the study shows that peer tutoring is beneficial for middle school

students’ mathematics anxiety. The researchers recommend same-age and reciprocal peer

tutoring for practitioners in the field who want to improve students’ mathematics anxiety.
 14

CHAPTER 3

ACTION RESEARCH METHODS

Research Design

The quasi-experimental research design will be used in the study which aims to enhance

the learners’ conceptual understanding in unit of measurement using peer-tutoring learning

strategies. This study will be also using pre-test and post-test design to enhance the learners’

conceptual understanding in unit of measurement among grade nine (9) learners in one section

using peer-tutoring learning strategies. The researchers will administer a pre-test before using

peer-tutoring as treatment. Afterwards, the researchers in this study will go through a lecture and

spend two weeks learning using peer-tutoring learning strategies. After being exposed with the

use of peer-tutoring learning strategies, a post-test that contains similar questions as the pre-test

that will be distributed to them to test their understanding about the topic. The form of pre-test

and post-test that will be utilized will be a paper test that contain a 50-item multiple-choice type

of test to enhance the students’ conceptual understanding in unit of measurement using peer-

tutoring learning strategies that have been taught to them during the given treatment. The interval

time between the pre-test and post-test was conducted for 2 weeks. Thus, the result score will be

used as a criterion of the effectiveness of the application of peer-tutoring learning strategies.

Research Locale

This study will be conducted specifically in MSU, University Training Center -

Experimental Campus, which is located at Barrio Green Street, Marawi City, Lanao Del Sur,

BARMM 9700. This school was initially created as the University preparatory High School. It
 15

was established to cater incoming junior high school students of different neighboring

municipalities especially Marawi City regardless of ethnicity. MSU- University Training Center,

Experimental Campus aims to provide a quality education as a service unit of the College of

Education - Mindanao State University. The school is committed to providing highly qualified

teachers, supportive of administrative components, standard facilities, and academic excellence.

The researchers chose this school to conduct the action research study due to some factors that

advantageous to the researcher as well as the administrators of the school.

Figure 1
Map of MSU, University Training Center – Experimental Campus
 16

Participants and/or Other Sources of Data and Information

The participant of this study is the Grade 9 section Fluorine of Mindanao State University

– University Training Center who are enrolled for the academic year 2023-2024. The total

enumeration from section Fluorine is automatically chosen as the participants in this study.

Ethical Considerations

This paper states that this action research purpose is to determine if there is an

improvement in applying peer-tutoring. Ethical Considerations include obtaining informed

consent from participants, teacher, and the principal. The researchers will be focused on treating

the participants with fairness and respect. Additionally, researchers will be explaining everything

clearly like what peer-tutoring means and how it might help to them.

Research Instrument

A questionnaire created by the researchers will be the instrument that will be used to test

the academic competency of the participants in the field of physics, specifically in terms of the

usage of units of measurement before and after peer-tutoring as intervention. This will be tested

on both the pre-test and post-test in order to gauge the participants’ understanding and track their

development. Before and after the intervention of peer-tutoring, two questionnaires – the pre-test

and post-test – will be administered. The questionnaires that will be used in this study will be

personally made by the researchers from different books in Science. It will be scanned and

analyze by the researchers in order to make 50 reliable items. A lesson plan will also be created

by the researcher and will serve as a guide on how the discussion will be in the actual setting.
 17

Data Gathering Methods

The data gathering methods that will be use in this action research is a quasi-experimental

method to enhance the students’ conceptual understanding in unit of measurement among grade

nine (9) learners in one section using peer-tutoring learning strategies. According to Harris et al.,

(2016), quasi-experimental are studies that aim to evaluate interventions but that do not use

randomization. Liked randomized trials, quasi-experiments aim to demonstrate causality between

an intervention and an outcome. This research will also be using a pre-test and post-test

questionnaire to determine whether there is an improvement in applying peer-tutoring in units of

measurement among grade nine (9) learners. The participants will be the whole class of section

Fluorine and are given pre-test before the implementation of peer-tutoring, then the post-test will

be followed. Thus, the result score will be used as a criterion of the effectiveness of peer

tutoring.
 18

Action Research Work Plan and Timeline

Timeline:
Action Steps Needed Resources Evidences of Success
Start/End
1. Letter for
A4 size bond paper,
conduction for April 11, 2024 Printed request letter
laptop, ink, printer
Action Research
2. Conduction of pre- A4 size bond paper,
April 17, 2024 Printed pre-test
test laptop, ink, printer
3. Checking for pre- Answer Key, red pen, List of scores of the
April 18, 2024
test class record participants
4. Analyzing the pair
for peer-tutoring by
Printed official list of
comparing the pre- April 18, 2024 Class, record
pairs
test results of the
participants
5. Orientation of the
implementation of
the innovation,
intervention, and
strategy
 Introduce
Classroom, chalk, Photo documentation,
peer-tutoring April 19, 2024
arms chairs and list of pairs
 Assigned
students with
their pairs.
(Intelligent
with less
intelligent)
6. Implementation Instructional
materials, detailed Photo documentation,
April 22 –
lesson plan, class daily journals,
May 3, 2024
record, PPT, assessment
projector, assessment
7. Conduction of post- May 7, 2024, A4 size bond paper,
Printed post-test
test 2024 laptop, ink, printer
8. Checking of post- Answer Key, red pen, List of scores of the
May 8, 2024
test class record participants
9. Collection of daily
May 9, 2024 Red pen Daily journals
journals
 19

Time-Table of Activities
Implementation Timeline
Allotted Procedure
Action Steps Date
Time
Monday:  Discuss the lesson.
1. Proper Lecture  For 20 minutes, the
April 22
2. Peer-tutoring students havee their
and 29, 1 hour
3. Journal peer-tutoring.
2024
 Check student’s
journal.
Tuesday:  Discuss the lesson.
1. Proper Lecture  Teacher will give an
April 23
2. Classroom Activity activity with the same
and 30, 1 hour
3. Journal pair.
2024
 Check the student’s
journal.
Wednesday  Teacher will give an
1. Classroom Activity activity with the same
2. Board work Activity pair.
3. Individual Assignment  Students will have
4. Journal April 24 board work regarding
and May 1 hour their activity.
1, 2024  The teacher will give an
individual assignment
to the students.
 Check the student’s
journal.
Thursday  Students will have 10
1. Peer-tutoring of minutes to discuss their
Assignments answers with their
2. Board work Activity pairs.
3. Quiz  Students will have a
April 25
4. Journal board work activity
and May 1 hour
regarding their
2, 2024
assignments.
 Students will have their
quiz.
 Check the student’s
journal.
Friday  Students will have their
April 26
1. Quiz quiz
and May 1 hour
2. Journal  Check the student’s
3, 2024
journal
 20

Cost Estimates

Activity Estimated Cost

Writing the Research
Proposal
 Supplies 200
 Printing Cost 300
 Internet 300
Expenses
Preparation for
materials
 Supplies 250
 Printing Cost 300
 Internet 300
Expenses
Materials needed for
sessions
 Supplies 250
 Printing Cost 300
 Internet 300
Expenses
Total 2500
 21

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