Comparative Effects of Peer Tutoring and Cooperative Learning in Mathematical Performance and Anxiety Levels of Grade 10 Students /
Comparative Effects of Peer Tutoring and Cooperative Learning in Mathematical Performance and Anxiety Levels of Grade 10 Students /
Constantino, Rysy May G.
- 83p. ; 27 cm.
This research aimed to find the effects of peer tutoring and cooperative learning in mathematical performance and anxiety levels of Grade 10 students at Limay National High School, Limay, Bataan during the School Year, 2015 - 2016. The study employed Quasi-experimental design to measure and compare the effects of peer tutoring and cooperative learning in mathematical performance and anxiety levels. The study involved thirty-two (32) 10 - Special Program in the Arts students, in which they were grouped using a matched-pair sampling design to form pairs and groups based on their performances in second grading period, sixteen (16) students or 8 pairs of 2 were assigned for the peer tutoring and sixteen (16) students or 4 groups of 4 were assigned for the cooperative learning. The sampling was cautiously done to ensure that the respondents were evenly distributed. A pretest and Mathematics Self-Efficacy and Anxiety Questionnaire were given to the students before the experiment and a posttest and MSEAQ were given after the experiment. The experiment lasted for two (2) weeks. The data gathered were statistically analyzed using appropriate statistical tools such as mean, standard deviation, paired samples t-test and independent samples t-test with the aid of the statistical software called statistical package for social science (SPSS) for windows version 20. Findings revealed the following: There was a significant difference between the performancees of the students in each group before and after the experiment; there was a significant difference between the anxiety levels of the students in each group before and vi after the experiment; there was no significant difference between the performancees of the students across groups before and after the experiment; and there was no significant difference between the anxiety levels of the students across groups before and after the experiment. In the light of the findings and conclusion, the researcher recommends the following: The teachers should apply the both peer tutoring and cooperative learning more often to enhance students' performances and to lessen the anxiety levels of the students; Teachers should encourage to use peer tutoring and cooperative learning by placing students in pairs or larger groups where all of the students maintain an equal role; Teachers should know those students who had high anxiety levels and should make an intervention to lessen so that there will be an effective transfer of learning; Teachers should be equipped with further training and exposure on how to handle and facilitate peer tutoring and cooperative learning and how it will be best incorporated in the teaching and learning process; Teachers should test the association of peer tutoring and cooperative learning to further determine the effectiveness; and Future researchers may be conducted and modify the math anxiety questionnaire and reshuffle the post test to draw conclusive findings on the comparative effects of peer tutoring and cooperative learning in mathematical performance and anxiety levels of students.
Education--2016--Philippines--hardbound.
This research aimed to find the effects of peer tutoring and cooperative learning in mathematical performance and anxiety levels of Grade 10 students at Limay National High School, Limay, Bataan during the School Year, 2015 - 2016. The study employed Quasi-experimental design to measure and compare the effects of peer tutoring and cooperative learning in mathematical performance and anxiety levels. The study involved thirty-two (32) 10 - Special Program in the Arts students, in which they were grouped using a matched-pair sampling design to form pairs and groups based on their performances in second grading period, sixteen (16) students or 8 pairs of 2 were assigned for the peer tutoring and sixteen (16) students or 4 groups of 4 were assigned for the cooperative learning. The sampling was cautiously done to ensure that the respondents were evenly distributed. A pretest and Mathematics Self-Efficacy and Anxiety Questionnaire were given to the students before the experiment and a posttest and MSEAQ were given after the experiment. The experiment lasted for two (2) weeks. The data gathered were statistically analyzed using appropriate statistical tools such as mean, standard deviation, paired samples t-test and independent samples t-test with the aid of the statistical software called statistical package for social science (SPSS) for windows version 20. Findings revealed the following: There was a significant difference between the performancees of the students in each group before and after the experiment; there was a significant difference between the anxiety levels of the students in each group before and vi after the experiment; there was no significant difference between the performancees of the students across groups before and after the experiment; and there was no significant difference between the anxiety levels of the students across groups before and after the experiment. In the light of the findings and conclusion, the researcher recommends the following: The teachers should apply the both peer tutoring and cooperative learning more often to enhance students' performances and to lessen the anxiety levels of the students; Teachers should encourage to use peer tutoring and cooperative learning by placing students in pairs or larger groups where all of the students maintain an equal role; Teachers should know those students who had high anxiety levels and should make an intervention to lessen so that there will be an effective transfer of learning; Teachers should be equipped with further training and exposure on how to handle and facilitate peer tutoring and cooperative learning and how it will be best incorporated in the teaching and learning process; Teachers should test the association of peer tutoring and cooperative learning to further determine the effectiveness; and Future researchers may be conducted and modify the math anxiety questionnaire and reshuffle the post test to draw conclusive findings on the comparative effects of peer tutoring and cooperative learning in mathematical performance and anxiety levels of students.
Education--2016--Philippines--hardbound.