Resiprocal peer tutoring via scaffolding on the Grade 11 students performance in select topics on basic calculus in Orani National High School (Main Campus (Record no. 8039)
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| 000 -LEADER | |
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| fixed length control field | 03971ntm a2200181 a 4500 |
| 001 - CONTROL NUMBER | |
| control field | 33805 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | 0000000000 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20240411192754.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 191010n 000 0 eng d |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Huertas, Katheryne R. |
| 245 00 - TITLE STATEMENT | |
| Title | Resiprocal peer tutoring via scaffolding on the Grade 11 students performance in select topics on basic calculus in Orani National High School (Main Campus |
| Medium | [manuscript] / |
| Statement of responsibility, etc. | Katheryne R. Huertas. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Balanga City : |
| Name of publisher, distributor, etc. | BPSU, |
| Date of publication, distribution, etc. | 2017. |
| 300 ## - PHYSICAL DESCRIPTION | |
| Extent | 131 leaves ; |
| Dimensions | 28 cm. |
| 500 ## - GENERAL NOTE | |
| General note | Include bibliographical reference. |
| 520 ## - SUMMARY, ETC. | |
| Summary, etc. | The study aimed to determine the influence of reciprocal peer tutoring via scaffolding on the students' level of mathematics performance in learning select topics on Basic Calculus. Participants were selected purposively taking a total of 42 Grade 11 STEM students in ONHS (Main) since they are the only strand with Basic Calculus subject. A crossover repeated measure experimental design was used to include the same group of students to take both roles of a tutor (treatment A) and a tutee (treatment B) as they undergo the process of reciprocal peer tutoring described as the characteristics of scaffolding in the present study. These students also acted as their own control since the experimental design assessed the students' responses to both roles. The students' grade point average (GPA) on the third quarter of school year 2016-2017 was used to determine those students who initially took the role of the tutor. Mainly, students who had an average of 85 above were included in Group 1 who acted as tutors at the start of the experiment while those who had an average of 84 below were in Group 2 to act as the tutees. This allowed Group 2 to observe and adapt the questioning style used by Group 1 in assisting them to solve basic calculus problems. A self-made pretest, formative test and posttest were given to the respondents to check on the level of students' mathematics performance before, during and after the reciprocal peer tutoring. These tests were validated as to its content by three mathematics experts using the table of specifications and criteria of writing test provided by the researcher. Additionally, an automated readability index was used to determine the level of difficulty to understand the test content in English Language. To further check on the reliability of the test instrument, a pretest dry run was conducted at Samal National High School - Main resulted to a Spearman-Brown coefficient of 0.829 which deemed the instrument adequately reliable to conduct the experiment. Descriptive statistics such frequency counts, percentage and mean; and inferential statistics such Analysis of Variance (ANOVA) with repeated measures and Pearson r was utilized in treating the data gathered. Pretest, formatives tests and posttest mean score results revealed that there were significant differences in the level of mathematics performance before, during and after the reciprocal peer tutoring via scaffolding. Evidently, the reciprocal peer tutoring was effective in improving the students' mathematics performance as shown by the results of posttest mean score, which was considered the highest among the tests. In the completion of reciprocal peer tutoring process as defined by the characteristics of scaffolding; contingent, fading and taking responsibility, the students gained mastery on the skills and content which helped them to be independent learners. Having this characteristic of 21st century learners eases the task of the teachers. Teachers become effective in creating a learning environment and efficient in facilitating learning that supports in achievement of the Department of Education's vision of developing critical learners and problem solvers. |
| Withdrawn status | Lost status | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Inventory number | Full call number | Barcode | Date last seen | Price effective from | Koha item type |
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| Main-Graduate School Library | Main-Graduate School Library | Theses | 10/10/2019 | Alumni | 779 | 515 H887 | 3BPSU00043160P | 08/08/2024 | 03/07/2024 | Theses |