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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Rationale

General Mathematics as one core subject taught in the Senior High

School include the following to learn; Functions and their graphs, Basic

business mathematics and Logic. This lessons are aimed to develop

students’ knowledge, skills and understanding of methods and concepts.

Learners come into school with differences in background knowledge,

confidence, and ability to stay on task and, in the case of math, quickness.

In school, those advantages can get multiplied rather than evened out.

One reason, is that teaching methods are not aligned with what cognitive

science tells us about the brain and how learning happens. Reyes, (2008)

The teaching of general mathematics is important subject material

from the point of view that it brings together the reality of how important

in real world contexts. It is commonly noted that students experience

difficulty when dealing with numbers and often leads to students not fully

understand how to deal with different types of functions. Many articles

and research papers were found to describe studies in which teachers and

students used different strategies in the teaching and learning of functions

in general mathematics. Developing effective teaching strategies of

functions in general mathematics has been on-going in many parts of the

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world who have already the k-12 Program. In order to make students

understand functions we have to extend their knowledge, help them make

logical connections with what they know and use appropriate strategies in

learning. Mathematics education has long been recognized as a major

factor in development, prompting nations to emphasize this in their

national agenda. Badarudin & Khalid, (2008).

The study, funded by the U.S. Department of Education and the

National Institutes of Health, (2014) found Actually, peer mentoring can

have a great impact on academic achievement and motivation as well

(Light & Littleton, 2009; Steinburg, Dornbusch, & Brown, 2012; Wentzel,

2009). Many researches showed that the socialization process which takes

place during the peer teaching is useful and helpful for both, tutor and

tutee. It increases the motivation of the students to learn and in the same

time the social standing among peers will be much better (D. Fuchs, L. S.

Fuchs, Mathes, & Martiniez, 2012; Rohrbeck et al., 2013; S. Miller & P.

Miller,2009).

Peer mentoring is a subset of cooperative learning. Atieh (2009)

defined peer teaching as teaching system in which learners cooperate with

each other. One of them (peer teacher) conveys knowledge and skills that

he has mastered to other students (peer learner) under the supervision of

the teacher. Darwaza (2010) reported that peer mentoring is an interactive

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approach including two students. One of them takes the role of the teacher

and the www.ccsenet.org/ies International Education Studies Vol. 9, No.

5; 2016 125 other takes the role of the learner. Saif (2010) considered peer

mentoring as a mutual learning process in which students teach others

the desired skills and knowledge with full coordination with their teacher

in case there are any comments or questions.

However, the teacher should be around always to solve immediately

any problems may arise between students. Researches show that peer

mentoring is useful and has many benefits for students and teachers.

Vasay (2010) reported that peer mentoring is helpful for fast learners and

slow learners as well. It helps fast learners to master the concepts related

to the course and confidently express their ideas. Slow learners improve

and develop their performance and get a better understanding of the terms

of the lessons. Peer mentoring helps both, fast learners and slow learners

in developing important values such as sharing, self-esteem, and self-

discipline.

Lord (2010) reported that students in U.S working in groups perform

better on exams in general mathematics especially questions that involve

reasoning and critical thinking skills. Actually; peer teaching, a type of

collaborative learning, often happens spontaneously with a group of

students. In fact, educators have found through experience and their

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research that peer mentoring is an effective strategy in helping learners

achieve the educational goals. Peer mentoring also is very useful in some

other countries like Brunei, England, Europe, Russia and Australia.

Although the name ‘peer mentoring’ sounds straight forward, it is in

fact a complex process by which a student learns from another student

who has more experience and knowledge. A faneh (2009) considered peer

mentoring as communication between an excellent student, who is doing

very well or who recently completed the course successfully, and another

student encountering difficulties in the same course.

One of the thrust of the Department of Education, Commission on

Higher Education and the government for that matter is to strengthen the

teaching strategy in general mathematics. It is necessary to conduct an

inquiry for improvement of senior high school students’ achievements in

mathematics through peer mentoring.

In the Philippines, the study of Saygo (2009) at Pangasinan State

University-Bayambang Campus showed that the senior high school

students encountered moderate difficulty regarding the performance of

solving functions, how to graph, and other related to general mathematics.

Thus, more information and activities for the students will broaden their

knowledge regarding conducting peer mentoring. In an action research

conducted at Pedro Guevara Memorial National High School, Santa Cruz,

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Laguna, results revealed that the use of peer mentoring enhanced

students’ performance in research. Tobias, (2006) However, Tan (2012) of

National Institute for Science and Mathematics Education Development

(NISMED), University of the Philippines presented some deficiencies in

conducting students’ science investigations. In an attempt to enhance

students’ interests and skills in conducting science investigatory projects,

this study designed and used the peer mentoring-buddy system as an

intervention strategy to address the identified needs of students

concerning their research skills.

In particular, teaching General Mathematics in senior high school

at Casilagan Integrated School has been observed to be weak as shown by

the results of the survey test given to the students recently. The causes

must be found so that the remedial measures maybe instituted.

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Conceptual Framework

Pascarelli (2010) notes that mentors establish trust, demonstrate

empathy, and function as a guide, advocate, and supporter to their

mentees. When this occurs on a school, the peer mentors can assist

students by providing emotional support, increasing feelings of

connectedness on campus, and promoting integration within the campus

community. Thus, it is not surprising that peer-mentoring programs have

been successful in increasing social integration and satisfaction with the

school (Allen, McManus, & Russell, 2009; Sanchez, Bauer, & Paronto,

2010) and promoting more positive attitudes regarding academic, social,

and career goal attainment (Sanchez et al., 2009; Ward et al., 2010). Also,

mentees were generally satisfied with their mentors and the mentoring

experience such as academic support or advice, social support, and help

in handling stressful situations (Allen et al., 2009; Grant-Vallone &

Ensher, 2010; Hughes & Fahy, 2009; Salinitri, 2010).

The study adopted the Independent Variable and Dependent

Variable model. The Independent Variable includes the Peer mentoring

and Dependent Variable includes Students’ achievement.

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Independent variable Dependent Variable

Peer Student’s
Mentoring Achievement

Figure 1. Research Paradigm of the Study

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Peer mentoring has long been a popular approach to providing

mentoring to children and youth, one that also comes with the additional

impact of providing leadership and development opportunities to the older

or near-peer youth who serve in the mentoring role. These programs build

on the long and rich tradition of peer leadership programs, peer

counseling, and peer support groups, and often deliver their services in

schools. Peer mentoring can be delivered one-on-one or in group settings.

Common models include high school students mentoring elementary

students, pairing older students with incoming students in a school or

campus environment, and out-of-school-time programs in which older

youth lead their near-peers in recreational and developmental activities.

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Statement of the Problem

This study aimed to investigate the improvement of the Grade 11

students’ learning in solving functions in General Mathematics in

Casilagan Integrated School, Bauang, La Union in order to enhance

student achievement in the said subject.

Specifically, it sought to answer the following questions:

1. What is the performance of the students in General

Mathematics before and after the employment of peer

mentoring?

2. What significant difference exists between the performance of

the students before and after the employment of peer

mentoring?

Hypothesis

This study tested that the use of peer mentoring is effective in

enhancing students’ achievement at 0.05 level of significance.

Scope and Delimitation

This research is conducted to enhance the students’ performance in

solving functions in general mathematics through peer mentoring. This

research also was conducted by administrating pre-test and post-test to

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find out the performance of the students’ in general mathematics. The

research conducted in Grade 11 at Casilagan Integrated School which

consists of 48 students.

Significance of the study

Improving the student learning in general mathematics through

peer mentoring has been the foremost goal of education. The findings of

this study will benefit the following entities.

School administrator. The results of this study served as the cradle

for the improvement of mathematics instruction to enhance

the teaching- learning process and make changes in the

teaching procedures towards quality education.

Teachers. This study will help the teachers to develop models of

their own professional development that are based on lifelong

learning. It will serve as their teaching aids or interactive

instructional materials in teaching general mathematics.

Students. This study will help give a high quality competence level

and more interactive way of learning general mathematics.

They will learn in collaborative groups, their levels of

engagement and participation, their attitudes toward math,

and their quality of work to improve greatly.

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Parents. This study will encourage them to give full support and

guidance to their children’s needs, improvement and

achievement in the school.

Curriculum Planners and Developers. This study provide an

insight and encourage them to enhance student learning in

general mathematics through collaborative teaching strategy.

Future Researchers. This study will be an effective key figures in

implementing change and developing their knowledge and

skills for them to look into other researchers in general

mathematics.

Definition of Terms

Peer mentoring is a form of mentorship that usually takes place

between a person who has lived through a specific experience

(peer mentor) and a person who is new to that experience (the

peer mentee).

Enhancing Student Learning in General Mathematics aims help

students learn and make sense of mathematical ideas,

reason mathematically, and communicate their

mathematical thinking.

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Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the conceptual and related literature and studies

which provide the researcher direction, guide, and references in the

formulation of the design and procedure in the conduct of the present

study.

Conceptual Literature

This section presents conceptual literature deemed related to the

study. These are categorize into two (2) themes: Peer Mentoring and the

Student’s Learning in General Mathematics.

Peer Mentoring

Mathematics is important in our daily life. It is the tool and language

of almost all fields of science. It helps us recognize patterns and

understand the world around us. Many students in elementary, high

school and even at the university level find that mathematics is difficult

and challenge because it is an abstract discipline. Therefore, mathematics

instructors try to create a math-friendly environment to help their

students meet this challenge. One way to achieve this is by giving students

an opportunity to learn and study collaboratively. For example, students

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can work together in groups. Solomon (2009) suggested that in order for

learning to take place, people should talk and interact with each other.

People naturally learn from each other and work cooperatively in their

everyday lives. Solomon viewed peer mentoring approach as important

part of a process which leads to the social construction of knowledge.

Christison (2010) considered cooperative learning as a good strategy to

increase the attention and motivation of the student. Oslen and Kagan

(2012) reported cooperative learning as an activity which depends on the

social interaction and exchange of information between students working

in groups and each student is accountable for his own learning.

Actually, peer mentoring can have a great impact on academic

achievement and motivation as well (Light & Littleton, 2009; Steinburg,

Dornbusch, & Brown, 2012; Wentzel, 2009). Many researches showed that

the socialization process which takes place during the peer teaching is

useful and helpful for both, tutor and tutee. It increases the motivation of

the students to learn and in the same time the social standing among peers

will be much better (D. Fuchs, L. S. Fuchs, Mathes, & Martiniez, 2012;

Rohrbeck et al., 2013; S. Miller & P. Miller, 2015).

Peer mentoring is a subset of cooperative learning. Atieh (2009)

defined peer teaching as teaching system in which learners cooperate with

each other. One of them (peer teacher) conveys knowledge and skills that

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he has mastered to other students (peer learner) under the supervision of

the teacher. Darwaza (2010) reported that peer mentoring is an interactive

approach including two students. One of them takes the role of the teacher

and the other takes the role of the learner. Saif (2014) considered peer

mentoring as a mutual learning process in which students teach others

the desired skills and knowledge with full coordination with their teacher

in case there are any comments or questions. However, the teacher should

be around always to solve immediately any problems may arise between

students. Researches show that peer mentoring is useful and has many

benefits for students and teachers. Vasay (2010) reported that peer

teaching is helpful for fast learners and slow learners as well. It helps fast

learners to master the concepts related to the course and confidently

express their ideas. Slow learners improve and develop their performance

and get a better understanding of the terms of the lessons. Peer teaching

helps both, fast learners and slow learners in developing important values

such as sharing, self-esteem, and self-discipline.

Al Deeb (2016), states that peer mentoring is one of the most

effective strategies in the teaching and learning process because it deals

with the social as well as the academic side of learning by creating a

comfortable environment for teaching and learning. Although the name

‘peer mentoring’ sounds straight forward, it is in fact a complex process by

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which a student learns from another student who has more experience

and knowledge. Afaneh (2017) considered peer teaching as communication

between an excellent student, who is doing very well or who recently

completed the course successfully, and another student encountering

difficulties in the same course.

Mathematics for The Arts is an important course in Math

Department. It is a compulsory course for Business students and one of

the elective courses for Arts students (Education, Social Sciences, and

Languages). The performance of the students in this course is consistently

weak and the percent of the failures is always high. The researcher

discussed this problem with some Mathematics professors in the

department and also with Learning Support Center (LSC) director. Many

ideas and suggestions were discussed in order to help the students.

One of the strategies discussed was peer mentoring strategy. It was

reported by the director of LSC that some weak students (not all students)

who received assistance from their peers showed significant improvement.

A discussion was held about the category of the students who may get

benefit from peer mentoring strategy. Failures students were divided into

three levels or three categories. The first category included students who

scored in the midterm exam (which is out of 20) from 0-20%. The second

category included students who scored in the midterm exam between 20%-

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40% and the third category included students who scored in the midterm

exam between 40%-60% (passing percent is 60% not 50%). The professors,

LSC director, and the researchers agreed that the best category which may

get benefit from the peer mentoring strategy is the third category (40%

60%).The study therefore aimed to find out the effect of peer mentoring on

the academic achievement in mathematics of the undergraduate students

in Oman.

Student Learning in General Mathematics

Students extend their mathematical skills in ways that apply to

practical problem-solving and mathematical modelling in everyday

contexts. A problem-based approach is integral to the development of

mathematical skills and the associated key ideas in this subject. Topics

studied cover a range of applications of mathematics, including personal

financial management, measurement and trigonometry, the statistical

investigation process, modelling using linear functions, and discrete

modelling using networks and matrices. In this subject, there is an

emphasis on consolidating students’ computational and algebraic skills

and expanding their ability to reason and analyze mathematically. Greg

France, (2009).

The quality of teaching and learning in general mathematics is a

major challenge and for educators. General concern about mathematics

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achievement has been evident for the last 2 years. The current debate

among scholars is what students should learn to be successful in general

mathematics. The discussion emphasizes new instructional design

techniques to produce individuals who can understand and apply

fundamental mathematic concepts. A central and persisting issue is how

to provide instructional environments, conditions, methods, and solutions

that achieve learning goals for students with different skill and ability

levels. Innovative instructional approaches and techniques should be

developed to ensure that students become successful learners.

It is important for educators to adopt instructional design

techniques to attain higher achievement rates in mathematics.

Rasmussen & Marrongelle, (2016). Considering students’ needs and

comprehension of higher-order mathematical knowledge, instructional

design provides a systematic process and a framework for analytically

planning, developing, and adapting mathematics instruction Saritas,

(2014). “[Instructional design] is an effective way to alleviate many pressing

problems in education. Instructional design is a linking science – a body

of knowledge that prescribes instructional actions to optimize desired

instructional outcomes, such as achievement and effect” Reigeluth, (2013)

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Research literature

A research literature identify useful research in specific area of study,

as support for a new insight, literature reviews gives an overview as a

stepping stone. Literature reviews also provide a solid background for a

research paper’s investigation. Comprehensive knowledge of the literature

of the field and provides others’ ideas and work in areas close to that

study. These are categorize into two (2) themes: Peer Mentoring and the

Student’s Learning in General Mathematics.

Peer Mentoring

According to Theodore Panitz (2009), the author of Using Peer

Mentoring in the Mathematics Classroom, there are many benefits to

cooperative learning. It not only benefits the students and their learning,

but it also benefits the teachers. As she interviewed her students after they

had worked in groups, one of her students responded to her question by

saying, “Before your class, I disliked math. I was always getting aggravated

and scared by it. Working together with those around me in a group was

a great help in understanding the material and the many different ways in

which a problem can be tackled and solved”. Panitz, (2009) Grouping

students motivates them and their critical thinking skills are enhanced,

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as well, students becoming more familiar with their peers while still

enjoying mathematics.

“I felt so isolated and frustrated when I was asked to work by myself;

I had no one to bounce ideas off of!” Williamson, ( 2012). This was a

statement made by a 12-year-old student in a mathematics class. Their

teacher, Williamson, who is the author of Group and Individual Work

(2012), concluded that group work increased the opportunities for

communication and made problem solving a richer experience for

students. Her research process was to have half of her class work as a

team for the lesson, and the other half work individually. She found that

the teams that worked together were very confident and felt less frustrated

with the material Williamson, (2012).

Student Learning in General Mathematics

Many students would be more than a little surprised at this

description. Few students view algebra as a powerful toolkit that allows

them to solve complex problems much more easily. Rather, they regard

the algebra itself as the problem, and the toolkit as hopelessly complex.

This result is not surprising given that algebra is often taught in ways that

violate all three principles of learning set forth in How People Learn and

highlighted in this volume. Mindy Kalchman, et.al and Kenneth, (2011)

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Katchman said that Algebraic tools allow us to express these

functional relationships very efficiently; find the value of one thing (such

as the gas price) when we know the value of the other (the number of

gallons); and display a relationship visually in a way that allows us to

quickly grasp the direction, magnitude, and rate of change in one variable

over a range of values of the other. For simple problems such as

determining gas prices, students’ existing knowledge of multiplication will

usually allow them to calculate the cost for a specific amount of gas once

they know the price per gallon (say, $2) with no problem. Students know

that 2 gallons cost $4, 3 gallons cost $6, 4 gallons cost $8, and so on.

While we can list each set of values, it is very efficient to say that for all

values in gallons (which we call x by convention), the total cost (which we

call y by convention), is equal to 2x. Writing y = 2x is a simple way of saying

a great deal.

The conceptual and research literature cited in this chapter

supports and tackle the different concept, understanding, and ideas, and

different development of solving functions in general mathematics. Like

the same concepts of Fuchs and colleagues, (2009) showed that students

are much eager to do activities in a group when one of the member is a

mentor and the reaining will be the mentees. Another concept of Pachman,

Sweller, et. al, (2013) that only when a peer mentoring was applied and

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these more knowledgeable students were presented with designer selected

difficult problems to solve were their skills improved. In addition, peer

mentoring methods are another way to elicit high rates of learning Nist, et.

Al, (2008).

The study of Downey, (2014) what worked better for struggling

students are teacher-directed activities, which researchers describe as

“using textbooks or worksheets, giving students lots of time to practice

skills being modeled by the teacher, more explicit types of instruction.”

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CHAPTER III

RESEARCH DESIGN

This research design discussed the methods and procedures utilized

in the present study that included the research design, subject of the

study, gathering instrument, collection of data and statistical treatment of

data.

Research Method Used

This study made use of descriptive evaluative method of research. It

describes with emphasis what actually exists such as current conditions,

practices, situations, or any other phenomena. In this study, the

researcher used this design to analyze the Status because the researcher

believed that the method was deemed to be appropriate and fact-finding

study with accurate interpretation of the findings.

The researcher used peer mentoring in student learning in General

Mathematics.

Locale of the Study

The Casilagan Integrated School is located at 2501 Casilagan,

Bauang, La Union formerly known as Casilagan Elementary School.

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Casilagan
Integrated
School

Figure 2. Site Map of the Study

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Casilagan Integrated School (formerly known as Casilagan

Elementary School) was established in 1968. It is situated at the heart of

the barangay which is about 12.7 kilometers from the Bauang town

proper. It covers an area which 3, 236 sq. meters surrounded by a vast

green fields of its three dimensions and within, full grown fruit and forest

trees are planted making the school atmosphere fresh, cool and shady the

whole day long. There are twenty school buildings. 15 rooms used for

academic classes, 2 laboratories, 2 computer offices and 1 school office.

All rooms are properly lit and ventilated. It supplied by portable water

drawn from electric motor pump from a dug-well. Sanitary water sealed

toilets are built in every room for the school children and employees.

It is a complete integrated school that caters Kindergarten to Grade

twelve classes. The school is being managed by a School Principal II with

24 efficient and competent teachers capable of giving quality education

and best loving care the children. There are seven nationally funded

teachers, four local school board teachers and one DepEd subsidized

Kindergarten teacher.

As a contribution to the Intellectual formation of the young

educators, the researcher focused on the 48 students from Grade 11 senior

high school department. They will be the respondents and beneficiary of

the study.

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Respondents of the Study

The subject of the study are the 48 Grade 11 students of Casilagan

Integrated School. They were chosen to be respondents of the study, to

enhance their academic performance, to motivate and boost their interest

in solving General Mathematics problems involving functions.

Instrumentation

The researcher created two different surveys to gather data on their

students’ views on collaborative teaching as a whole. One was a

Collaborative Survey and the other was a Strategy Survey (see Appendix

B). A teacher-made test was used also in this study.

The pre-test and post-test are parallel test. Both are composed of

four parts, the first part is to identify if it is a function or not, second part

is to recognize what type of function is used, third part is to solve the

following functions.

The Pre and Post-test made was with Table of Specification and

validated by the Principal of Casilagan Integrated School. The researcher

assured that the respondents information taken were solely be for the

purposes of this research work to ensure a valid and reliable data. Further,

they were given enough time to answer the research instrument to ensure

highest degree of objectivity.

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Data Gathering Procedure

The students’ respondents will be asked to answer the pre-test in order

to know the performance of the students in general mathematics before

the conduct of peer mentoring approach. After directing the pre-test the

researcher conducted four consecutive days of lessons on solving

functions utilizing the different techniques. The researcher used the

following techniques;

Flashcards can diverse and colorful designs attract students. The

images printed on the cards and the manners in which they are used

("flashing of cards") stimulate the mind to quickly look for references to

identify the flashed images. This is why flashcards are ideal to use as

educational games. The card is displayed by the teacher’s hand. The

teacher raises it for some time then hides it and asks the students to

answer the given problem set, then the students will be given some time

to answer. Then when the students cannot easily answer on the given time.

The teacher could easily give feedback and explain the answer to the

students.

PowerPoint presentation is a presentation created using Microsoft

PowerPoint Software. The researcher instead of using the traditional chalk

board way of teaching, the content was presented thru PowerPoint in a

collaborative, creative and enjoyable way of teaching and learning.

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Worksheets are prepared problem sets that will serve as their

assessment to check if they acquire the skills and learn the concept.

Worksheet are given 2-3 times different problem sets until they got a good

and reasonable results. it’s a useful tool to help, develop, strengthen, and

to check their understanding,

After conducting the lesson on Functions, the researcher led the

students for the post-test to know the effectiveness of peer mentoring in

enhancing student learning in general mathematics. The post-test was

slightly different from the pre-test. Before the start of the study of the

research instrument, a permission to conduct the study was sought by

researcher from the office of the Principal. Likewise, the researcher made

a courtesy call to the chairman of senior high department before she

formally administered the test to the respondents.

Statistical Treatment of Data

To interpret the data effectively, the researcher will employ the

following statistical treatment.

Frequency was used to enhance student learning in general

mathematics of Grade 11 students through collaborative teaching

strategies. It was used also in the pre-test and post-test as well as pre-

survey and post-survey.

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T-test was used to treat the significant between the student learning

in general mathematics of Grade 11 students in the pre-test and post-test

and also if there was an improvement in the pre-survey and post-survey.

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CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the data gathered, the results of the statistical

analysis done and interpretation of findings. These are presented in tables

following the sequence of the specific research on peer mentoring in

enhancing the student learning in General Mathematics.

Performance of Grade 11 Student in General Mathematics Test Scores

during the Pre-test and the Post-test

The first problem addressed in this study pertains to the

performance of grade 11 students in general mathematics test scores

during the pre-test and the post test. The data relative to these are

reflected in table 1 and table 2 in which this study shows that the peer

mentoring is effectively use in enhancing the student learning in general

mathematics.

As stated by Schacter (2009), students can learn more from group

work, peer mentor, or someone who is in the huge group of student

mentored.

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Table 1.
Students’ Performance in General Mathematics
Test Scores during the Pre-test

Scores Frequency Percentage (%)

28-30 0 0

25-27 0 0

22-24 3 6.3

19-21 8 16.7

16-18 15 31.2

13-15 12 25

10-12 10 20.8

Total N=48 100

Table 1 Presents that there are 48 respondents in the research study

and out of 48 students did not reached 75% minimum passing score of

which the DepEd requires. In the scores between 28 to 30 is 0 frequency

and 0 percentage as well as in the scores 25 t0 27. In the scores of 19 to

21 has 3 frequency and 6.3 percentage. In the scores of 16-18 has 15

frequency and 31.2 percentage. In the scores of 13 to 15 having 12

frequency and 25%, while in between 10 to 12 scores are 10 frequency and

20.8%.

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Table 2.
Students’ Performance in General Mathematics
Test Scores during the Post-test.

Scores Frequency Percentage (%)

28-30 24 50

25-27 12 25

22-24 12 25

19-21 0 0

16-18 0 0

13-15 0 0

10-12 0 0

Total N=48 100

Mean = 25. 81

Table 2, Presents that there are 48 respondents in the research

study and with the total mean of 25.81. There are 36 out of 48 students

reached 75% minimum passing score of which the DepEd requires and

there are 12 students who reached the below 50 % of score.

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Table 3.
Level of performance in General Mathematics Test Scores
of Grade 11 students in the pre-test and post test

N Mean Std. Deviation

Pre test 48 15.81 3.97618

Test
Taken

Post test 48 25.81 5.09035

Table 3 presents the level of performance of grade 11 in pre-test and

post-test. The table reveals that the Grade 11 have the mean 15.81 in their

pre-test, while 25.81 in their post-test. This means that peer mentoring

technique helps the students to improve their learning in general

mathematics. According to the study funded by the U.S. Department of

Education, the most effective instructional practice that 12th-grade

teachers could use for students with mathematics difficulties was to

provide them with routine practice and peer mentored opportunities to

learn mathematics.

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Effectiveness of peer mentoring in enhancing student learning in

general mathematics

From the table appears that the t computed value of -1.230 is

beyond the critical value of 1.761 at 0.05 level of significance with 42 as

degrees of freedom. It states that there is a significant difference between

Level of performance in General Mathematics Test Scores of Grade 11

students in the pre-test and post-test.

Table 4.
Significant Difference Level of performance in General
Mathematics Test Scores of Grade 11 students
in the pre-test and post-test

Level of t-critical
performance value at
N Mean t 0.05

Pre-test 48 15. 81

-1.230 1.761
Post-test 48 25. 81

Many studies have used a peer mentoring and practice approach to

ensure good performance of the students. Mentoring is an intervention

that has been proven highly efficient and has become popular in recent

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years (Crosby, 2013; Karcher et al., 2015). In the study of Rhodes (2011),

mentoring relationships have a positive influence on a broad range of

outcomes that include improvements in peer relationships, academic

achievements, and self-concept. The results of mentoring include lower

recidivism rates among juvenile delinquents and reductions in substance

abuse (Davidson et al., 2008).

Furthermore, mentoring has been shown to help students achieve

better grades, establish attainable goals, and enhance their self-esteem

when partnered with caring and supportive mentors Another findings of

a study state that the fast pace and recall practice using the peer

mentoring of the flashcard group showed results in improvement. (Jaclyn

Klaiss 2015).

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CHAPTER V

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary, the conclusion and

recommendation of the study.

Summary of Findings

The central purpose of the study was to enhance student’s learning

in peer mentoring. This study used the one-group experimental research

design. The subjects of this research where the forty-eight (48) grade 11

senior high school students who are diagnosed to have lack of knowledge

and skill on levels of engagement and participation, their attitudes toward

general math, and their quality of work.

A teacher made test was used in this study. Frequency and t-test

were used to treat the level of performance of the Grade 11 students in the

pre-test and post-test.

Conclusions

Through analyzing the data, the researcher have concluded that the

strategies that were implemented had a positive effect on the students’

learning being in a peer mentored setting. With an increase of group work

and incorporating more activities into the classroom, the data showed,

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through Tables 2-4, that the majority of the students either had similar

thoughts or had changed their thinking for the better.

This study was an evaluation of a peer-mentoring at a Casilagan

Integrated School in Bauang, La Union, which aimed to enhance student

learning in general mathematics. The effectiveness of the peer mentoring

was measured through students’ performance test in general

mathematics. Compared with students without a peer mentor, students

who were assigned a peer mentor reported feeling significantly more

integrated into the classroom and more connected. Mentored students’

feelings of connectedness and integration increased significantly from the

beginning of the lesson until the end. Results paralleled other studies that

found peer mentoring to be beneficial in promoting feelings of integration

and perceived supportiveness, which might consequently help students to

persist beyond their grade level.

Recommendation

After reviewing and analyzing the data results, the researcher

recommend that there will be further study of the use of group work and

using multiple intelligence-based lessons helped their students improve

their understand and retain mathematical content knowledge. The

researcher recommend adding multiple intelligence lessons more

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frequently in mathematics classes. They also feel that their students need

to be transitioned into different teaching methods as the students are

accustomed to lectures and taking notes when introduced to new lessons.

Possibly, they were uncomfortable with the new approaches. Although the

students said they felt that the multiple intelligence lessons were beneficial

to them, as indicated in the strategy surveys, the researcher felt that the

average test score data did not reflect any benefits from the MI lessons.

Again, if more multiple intelligence lessons were implemented, perhaps

their average test scores would have been higher.

Overall, the researcher felt that with modifications to this research

project, student learning within the mathematical content area would

increase. In addition to the modifications above, if the time of the study

were lengthened, the results could be more complete and thorough.

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BIBLIOGRAPHY

Antil, L., Jenkins, J., Wayne, S., & Vadasy, P. (2008). Peer Mentoring;
prevalence, conceptualizations, and the relation between research
and practice. American Educational Research Journal, 35(3), 419-
454.

Bellanca, J., & Fogarty, R. (2009). Blueprints for achievement in the

cooperative classroom. Thousand Oaks, CA: Corwin Press.

Burke, K. (2000). What to do with the kid who...Developing cooperation,

self-discipline, and responsibility in the classroom. Thousand Oaks,
CA: Corwin Press.

Chiu, M. M., & Xihua, Z. (2009). Familiy and motivation effects on

mathematics achievement: Analyses of students in 41 countries
[Abstract]. Learning & Instruction, 18, 321-336. Retrieved June 12,
2009, from http://apps2.sxu.eud:2255/ehost/delivery .

Davidson, N. & Kroll, D. (2009). An overview of research on mentoring

related to mathematics. Journal for Research in Mathematics
Education, 22(5), 362-365.

Kagan, S. (2010). Peer Mentoring. San Clemente: Kagan

Leikin, R. & Zaslavsky, O. (2012). Facilitating student interactions in

general mathematics in a cooperative learning setting. Journal for
Research in Mathematics Education, 28(3), 331354.

Marzano, R., Pickering, D., & Pollock, J. (2015). Classroom instruction

that works. Alexandria: Association for Supervision and Curriculum
Development.

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Oxford, R. (2017). Peer mentoring, collaborative learning, and interaction:

three communicative strands in the language classroom. The
Modern Language Journal, 81(4), 443-456.

Slavin, R. (2018). Comprehensive approaches to peer mentoring. Theory

into Practice, 38(2), 74-79.

Slavin, R. (2018). Students motivating students to excel: cooperative

incentives, cooperative tasks, and student achievement. The
Elementary School Journal, 85(1), 53-63.

Talamage, H., Pascarella, E., & Ford, S. (1984). The influence of peer
mentoring strategies on teacher practices, student perceptions of
the learning environment, and academic achievement. American
Educational Research Journal, 21, 163-179.

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LETTER OF PERMIT TO CONDUCT STUDY

January 15, 2019

Ms. Marilyn A. Ramos

Principal II
Casilagan Integrated School,
Casilagan, Bauang, La Union

Ma’am;

Greetings of Peace!

I am writing to request permission to conduct a research study at your

school. I am currently enrolled in the Mathematics Education at
University of Luzon, Dagupan City and I am in the process of writing my
Action Research entitled “Peer Mentoring in Enhancing Student Learning
in General Mathematics”

If approval is granted, student participants will complete the survey in a

classroom or other quiet setting on the school site especially for grade 11
students. The survey process should take no longer than an hour.

Your approval to conduct this study will be greatly appreciated. I will

follow up with a phone call next week and would be happy to answer any
questions or concerns that you may have at that time. You may contact
me at my email address: menesh_rey38@yahoo.co/09123102822.

Thank you for your kind consideration.

Sincerely,

(sgd)Henry E. Flores
Researcher

Approved by:

(sgd)Mrs. Marilyn A. Ramos

School Principal

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APPENDIX B

Name: ____________________________________________ Score: ___________

PRE-TEST

A. Determine if the following relation is a function or not.

1. {(1, 6), (2, 8), (3, 9)} 2. {(2, 3), (3, 4), (5, 9)}
3. {(1, 4), (2, 5), (3, 7)} 4. {(2, 1), (3, 4), (4, 6)}
5. {(1, 3), (1, 2), (1, 1)} 6. {(2, 4), (2, 5), (3, 6)}
7. {(1, 1), (2, 1), (2, 3)} 8. {(2,1),(3, 4), (3, 1)}
B. Decide whether the relation is a function in each table of values.

C. In Exercises 15 to 20, for each set of ordered pairs, plot the related points. Then
use the vertical line test to determine which sets are functions.

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15. {(3, 1), (1, 2), (2, 3), (1, 4)} 16. {(2, 2), (1, 1), (3, 3), (4, 5)

17. {(1, 1), (2, 2), (3, 4), (5, 6)} 18. {(1, 4), (1, 5), (0, 2), (2, 3)}

19. {(1, 2), (1, 3), (2, 1), (3, 1)} 20. {(1, 1), (3, 4), (1, 2), (5, 3)}

D. For Exercises 21 to 28, use the vertical line test to determine whether the
graphs represent a function.

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E. In Exercises 29 to 30, from each pair, identify which variable is dependent and
which is independent.

29. The amount of a phone bill and the length of the call.

30. The cost of filling a car’s gas tank and the size of the tank.

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APPENDIX C

Name: ____________________________________________ Score: ___________

POST-TEST

A. Determine if the following relation is a function or not.

1. {2, 4, 4, 8, 8, 16, 16, 32} 2. {(0, 0), (1, 1), (1, −1), (2, 2), (2, −2)}
3. {(3, 4), (2, 5), (3, 7)} 4. {(5, −10), (5, −3), (5, 0), (5, 2), (5, 17)}
5. {(7, 3), (1, 2), (1, 1)} 6. {(−2, 2), (−1, 1), (0, 0), (1, 1), (2, 2)}
7. {(2, 1), (2, 1), (2, 3)} 8. {(2,1),(3, 4), (3, 1)}
B. Decide whether the relation is a function in each table of values.

9. 10. 11.

12. 13. 14.

C. In Exercises 15 to 20, for each set of ordered pairs, plot the related points. Then
use the vertical line test to determine which sets are functions.

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15. {(3, 1), (1, 2), (2, 3), (1, 4)} 16. {(2, 2), (1, 1), (3, 3), (4, 5)

17. {(1, 1), (2, 2), (3, 4), (5, 6)} 18. {(1, 4), (1, 5), (0, 2), (2, 3)}

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19. {(1, 2), (1, 3), (2, 1), (3, 1)} 20. {(1, 1), (3, 4), (1, 2), (5, 3)}

D. For Exercises 21 to 28, use the vertical line test to determine whether the
graphs represent a function.

E. In Exercises 29 to 30, from each pair, identify which variable is dependent and
which is independent.

29. The height of a ball thrown in the air and the time in the air.

30. The amount of penalty on an unpaid tax bill and the length of the time unpaid.

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MATHEMATICS 7
Pre and Post test
TABLE OF SPECIFICATION

Total
OBJECTIVE Remembering Understanding Applying Analyzing Evaluating

1,3,4,5,6,7,8 8
1. Decide whether it
is a function or
not in a given set.

2. Determine whether a 9,10, 11, 15, 16, 12

table of values 12, 13, 17, 18,
represents a function. 14 19, 20

21-28 8
3. Use the vertical line
test to identify the
graph of a function.

4. Identify the a function 29, 30 2

in a statement.

8 8 2 6 6 30
Total

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APPENDIX D

Drill techniques activities

Drill Technique Activities are the following:

1. Flashcards – it is one way of teaching math, but is quick, direct,

and hassle-free. Their diverse and colorful designs attract students.

The images printed on the cards and the manners in which they are

used ("flashing of cards") stimulate the mind to quickly look for

references to identify the flashed images. This is why flashcards are

ideal to use as educational games. The card is displayed by the

teacher’s hand. The teacher raises it for some time then hides it and

asks the students to answer the given problem set, then the

students will be given some time to answer. Then when the students

cannot easily answer on the given time. The teacher could easily give

feedback and explain the answer to the students.

2. PowerPoint presentation with video presentation and audio

presentation – is highly recommended drill technique in teaching.

PowerPoint is a wonderful tool for learning in both a student and

teacher-directed situation. It can add a new dimension in learning.

Allowing teachers to explain concepts, while accommodating all

learning styles. PowerPoint can be one of the most powerful tools for

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disseminating information ever known. PowerPoint presentation is

one of attraction of the students ‘attention, so that they can enhance

effective ways of learning. Chalk board style is a boring style for them

and no longer pleasing to the students but rather they are more

dependent on the technology which gives them more chances of

learning and fun.

3. Worksheets – worksheets are prepared problem sets that will serve

as their assessment to check if they acquire the skills and learn the

concept. Worksheet are given 2-3 times different problem sets until

they got a good and reasonable results. it’s a useful tool to help,

develop, strengthen, and to check their understanding,

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FLORES, HENRY ELIJORDE

Santiago, Bauang, La Union
Cellphone No: 09123102822

OBJECTIVE
Aspiring for a career with opportunities to explore my full potential
and consistent career growth, always optimistic and willing to learn from
challenging opportunities.

PERSONAL INFORMATION
Age : 27
Gender : Female
Birth Date : February 02, 1992
Birth Place : Bauang, La Union
Civil Status : Single
Height : 5’’6
Weight : 65
Nationality : Filipino
Religion : Jehovah’s Witnesses
Name of Father : Deceased
Occupation : n/a
Name of Mother : Deceased
Occupation : n/a
Person to be contacted
in case of emergency : Ginalyn F. Munio
Balaoan, La Union
09187471993

SUMMARY OF QUALIFICATION

People-oriented. With good oral and written communication

skills.
Hardworking, flexible, persistent and trustworthy.
Pro active and well-oriented.
Proficient with MS Offices (Word, Power Point, Excel and
Publisher; and Internet
EDUCATIONAL BACKGROUND
College : Don Mariano Marcos Memorial State University-MLUC
Secondary : Don Eulogio de Guzman Memorial National High
School

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Calumbaya, Bauang, La Union

Elementary : Santiago Elementary School, Santiago, Bauang, La
Union

WORK EXPERIENCE/S

- Sales Agent ( 3 year, Baguio City)

- Houseboy (3 years, City of San Fernando, La Union)
- Private Teacher (3 years, St. Anthony Montessori, Bauang, La Union)
- Public Teacher (3 years, Casilagan IS, Bauang, La Union)
CHARACTER REFERENCES

SINSP. Ruth Usal Aduan

BJMP San Fernando, La Union
09198527023

I HEREBY CERTIFY THAT THE ABOVE INFORMATION ARE TRUE AND CORRECT TO THE
BEST OF MY KNOWLEDGE AND BELIEFS.

JUDY ANN E. FLORES

Applicant

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