MUÑOZ NATIONAL HIGH SCHOOL

High School Department

A research proposal presented to Mrs. Daisy Saludez Gueverra of English Department

Muñoz National High School – Main

Assessing the Impact of Peer Tutoring Programs on Academic Self – Efficacy

In Partial Fulfillment of the requirements for English Research

By:
Darlin Mae T. Madrid
Reifranz Borja
Julia Fernando
Ailyn Limon
Jhan Vier Ocateo
Jerry Mae Nepumoceno

June, 2023

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ACKNOWLEDGEMENT

Deepest appreciation and gratitude for the extended support for the following who

contributed in making this study possible.

To Muñoz National High School Main Junior High School for giving us the opportunity to

experience research

To our English Teacher, Mrs. Daisy Guevara, for sharing her knowledge to finish this

document.

We researchers would also like to express our gratitude to our parents Mr. and Mrs. Osoteo,

Mr. and Mrs. Borja, Mr. and Mrs. Madrid, Mr. and Mrs. Fernando, Mr. and Mrs. Limon, Mr. and

Mrs. Nepomuceno for their moral and financial support to make this study possible.

And above all, to the Almighty Lord who give researches wisdom, knowledge courage

hard-work, and strength that used to excel on what researchers been through.

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Abstract

Peer tutoring has attracted a lot of academic attention in the area of education. Because it

is one of the pillars of collaborative learning, it is seen as an essential instructional method for

inclusive education. Considered in this study comprises the moderating effects of it on peer

tutoring on academic performance.

The main goal of the study is to inform students for grade 10 level how important Peer tutoring

program, and to asses some of the grade 10 students of Muñoz National High School Main Junior

High School if they does have prior knowledge about Peer tutoring. The study was conducted

through the use of printed survey. There were selected 30 students on 10-melina from grade 10

level, in total to be asked. In data gathering procedure, the survey was used for this study 12

questions whether they think how helpful the study is, in their current level. The data were

collected to be organized and prove the main goal of the study. Therefore, the 30 students that was

concluded in this study remains dependent on having in total average of 83% in terms on how

helpful the Peer Tutoring Programs on Academic Self-efficacy among students. Moreover, through

this study were able to know that out of the 30 students on section Melina who was interviewed

there were 17% who does not depend on Peer Tutoring Programs on Academic Self-Efficacy

among Students. The conclusion was that peer tutoring had a significant role in improving scores

and self-efficacy.

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TABLE OF CONTENTS
Contents Pages
TITLE PAGE……………………………………………….. i
ACKNOWLEDGEMENT………………………………….. ii
ABSTRACT………………………………………………… iii
TABLE OF CONTENT…………………………………….. iv
INTRODUCTION………………………………………….. 1
Statement of the problem…………………………... 2
Objectives………………………………………….. 2
Significant of the Study……………………………. 3
Scope and Limitation of the Study………………… 3
REVIEW OF RELATED LITERATURE………………….. 4
METHODOLOGY…………………………………………. 9
Operational Definition of terms…………………… 9
Location of the Study………………………………... 10
Research Design…………………………………... 11
Population of the Study…………………………… 12
RESULT AND DISCUSSION……………………………. 12
Conclusion………………………………………... 18
Recommendation…………………………………. 21
Bibliography……………………………………… 22
Appendix…………………………………………. 23

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Introduction

Academic self-efficacy plays a crucial role in students’ academic achievement and

overall educational experiences. It influences students’ level of engagement, persistence, and

performance in various academic tasks. Peer tutoring programs have gained recognition as a

valuable educational intervention that promotes academic growth by fostering positive

interactions among students. However, limited research has explored the specific impact of peer

tutoring programs on students’ academic self-efficacy.

Peer tutoring programs have gained recognition as an effective educational intervention,

promoting academic development and enhancing students' learning experiences. One important

aspect to consider in these programs is the impact on students' academic self-efficacy. Academic

self-efficacy refers to an individual's belief in their ability to perform tasks and achieve academic

success. Understanding how peer tutoring programs influence students' academic self-efficacy is

crucial for educational institutions and policymakers seeking to improve student outcomes.

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Statement of the Problem

This study focuses simply on to Assessing the Impact of Peer Tutoring Programs on

Academic Self-Efficacy among Students. Specially, this research study aims to answer the

following:

1. Do peer tutoring programs have a positive impact on students’ academic self-efficacy?

2. Are students more likely to develop a higher level of academic self-efficacy through peer

tutoring programs?

3. Do students who participate in peer tutoring programs perceive an improvement in their

academic self-efficacy compare to those who do not participate?

Objectives

This study aims to assess the impact of peer tutoring programs on academic self-efficacy

among students of grade 10 students of Muñoz National High School-Main. This study is to

investigate and evaluate the effects of peer tutoring programs on students' academic self-efficacy.

The study also aims to determine whether participating in a peer tutoring program has a positive

impact on students' belief in their own abilities to succeed academically.

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Significance of the Study

This study was beneficial to establish understanding create to the following:

To the researchers. In this study, researchers acquired learning and new techniques that are

useful for future studies.

To the students. The proposed study will help students in understanding and improving their

academic performance.

To the society. They will have an idea about the effects of assessing the impact of peer tutoring

programs on academic self-efficacy among students

Scope and limitation of Study

The study entitled “Assessing the Impact of Peer Tutoring Programs on Academic Self –

Efficacy among Students” focuses on the academic self-efficacy and students, whether the grade

10 students improve their academic self-efficacy, and improve their academic performance. The

study was conducted at Muñoz National High School-Main Junior High School. The timeframe

of the study is from first Friday of May to June 20, 2023. To limit the study of the said school,

there are 30 respondents 3 sections of Grade 10 level.

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Review of Related Literature

Barnard Clarkson (2002) explored ways of using peer tutoring to enhance the learning

experience of a group of higher education students in a multimedia course who had access to

learning sources in an on line environment. The result showed strong positive feedback for and

support from the peer tutors high student satisfaction with the course.

Bryer.J. (2012) offered programs for academic and emotional support for students at risk

for failing a clinical course may decrease attrition rates and improve academic performance. The

result shown that the implantation of peer tutoring was beneficial for returning students, tutors

and the nursing program and may be valuable in other courses where academic achievement is a

concern.

Cohen (1982) conducted a research on Educational Outcomes of Tutoring: A Meta-

analysis of finding tutored students outperformed control students on examinations, and they also

developed positive attitudes toward the subject matter covered in the tutorial programs. The

meta-analysis also showed that tutoring programs have positive effects on children who serve as

tutors.

Comfort (2011) demonstrated that peer tutoring during practical sessions on applied

sports science programs can enhance the achievement of tutees during practical assessments. It is

therefore recommended that peer tutoring is adopted as an effective teaching and learning

method for the development of students’ practical skills during undergraduate sports science

degrees.
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Dee B.A (2015), implemented variety of contexts and a variety of institutions to both improve

learning and retention for the classroom students and to improve the confidence and knowledge

base of the peer tutor. This method has been used by the author with over 9 peer tutors across a

range of 7 classes with good success.

Douglas Fuchs et.al (1997) determined the effectiveness of a class wide peer tutoring

program in reading for three learner types: low achievers with and without disabilities and

average achievers. Findings indicated that, irrespective of type of measure and type of learner,

students in peer tutoring classrooms demonstrated greater reading progress. Horvath (2011)

made a research work on Effects of Peer Tutoring on Student Achievement. The results

demonstrated higher average retelling scores for the students who were engaged in the peer

tutoring activity. The findings indicated peer tutoring as an effective instructional strategy,

resulting in higher student achievement.

Iman Almarzouqi (2006) has conducted qualitative research on peer tutoring. The aim of

the study was to evaluate the English language peer tutoring programme in order to highlight

benefits and challenges and to make informed improvements. Benefits for tutors such as learning

through teaching and becoming more responsible while doing something worthwhile to help

others. Benefits of tutees included improved levels of self -confidence and English language

aptitude.

Mustafa (2011) demonstrated that a revision program can be designed, developed and

delivered by recent medical graduates without external influences from colleagues. The result

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showed that junior doctors successfully effectively design, develop and co-ordinate a revision

program to a large number of students. Okilwa (2010) have examined the effects of peer tutoring

on academic performance of students with disabilities in grades six through 12 peer tutoring was

reported as effective for special education students in both general education and special

education settings. Peer tutoring implemented across subject areas also showed positive

academic effects.

Currently, the characteristics of the work setting reveal flat organigrams in which there is

no defined assignment of ascending or descending hierarchical chains. In this kind of

organizational structures, mentoring programs are frequently applied to facilitate active learning

at lower costs in terms of time and effort .A defining note of the mentoring actions, about which

there seems to be high agreement (Dalton, Thompson, & Price, 1977; Hall, 1976; Kram, 1983;

Levinson, Darrow, Klein, Levinson, & McKeen, 1978), refers to an intense interpersonal

exchange between a mentor (who provides support, direction, and feedback about career plans

and personal development) and a mentee (who receives the mentoring action).

In Anglo-Saxon universities, the development of programs or mentoring systems is

usually carried out by students of higher courses (“peer mentoring”), who, by means of a tutoring

process, orient the first-year students and students of exchange programs academically and

professionally. These mentoring programs place emphasis on the connection between academic

and social aspects.In the Spanish university sphere, mentoring programs focus on a link between

the students and the diverse resources that the Institution provides for the University

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Community: orientation and job-hunting services, facilities, academic, cultural, and sport

activities, etc.However, the program analyzed in this study is a pioneer program in the Spanish

setting, because it implies the implementation of mentoring actions aimed at second cycle

students registered in a definite academic specialty.

There have been such actions in other countries, but, as noted by Wang (2001), the

characteristics and context of each country causes mentors and mentees to differ in their beliefs,

in the way they interact, and in their needs, which makes generalization from one country to

another impossible. Therefore, we consider it very important to initiate these kinds of

experiences in different countries and situations.

Kram (1983, 1985) suggests that there are four phases in a mentoring process: initiation,

cultivation or development, separation, and redefinition. In the first phase, the definition of the

purpose of mentoring, the verbalization of the perceptions and expectations of mentors and

mentees, their mutual knowledge of each other, the establishment of goals and the planning of

the sessions are especially relevant In the cultivation or development phase, the mentee should

develop proactive behavior, whereas the mentor guides the session, reviews the goals and action

plans, analyzes the successes and difficulties that have arisen, and establishes new goals and

actions. The third phase, separation, implies the beginning of the mentee’s independence from

the mentor. In the last phase, the mentoring relation is over and a more informal and supportive

relationship between mentors and mentees may evolve. Participant selection was done by means

of a two wave sampling. At the beginning, it was decided that only the students of the morning

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shift could participate in the program, so the afternoon group made up the control group. Then,

the mentoring program was presented to the students of the morning shift and, as recommended

by Tokar, Fischer, and Subich (1998) and Allen (2003), they voluntarily decided whether or not

to participate.

We think that the results obtained indicate the efficacy of the program, especially with

regard to career development function, which reveals the existence of benefits of implementing

mentoring programs in university contexts. Nevertheless, the generalization of the results found

is subject to some limitations of the sample used in this investigation, particularly, its size.

Consequently,similar assessments in other academic contexts and with larger samples are

needed, in which the participants are analyzed before and after implementation of the mentoring

programs in order to establish their efficacy in organizations.

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METHODOLOGY

In this part, the researchers discussed the sun-sections of research methodology:

operational definition of terms, locale of the study, research design, and population of the study

in which the researchers precisely followed to accomplished their study.

Operational Definition of terms

The following are the terms used in this study is defined conceptually which expands the

meaning of term for a much better definition in supporting the given certain study:

Peer Tutoring Program – A structured educational intervention where students are

paired together, with one student (the tutor) providing academic support and guidance to another

student (the tutee) to enhance their learning and academic performance.

Academic Self-Efficacy – The belief or perception an individual holds about their

ability to successfully perform academic tasks, meet academic challenges, and achieve desired

educational goals.

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Impact – The measurable effect or influence that peer tutoring programs have on

students’ academic self-efficacy. This could be assessed through quantitative measures, such as

pre- and post-program self-efficacy assessments, or qualitative methods, such as interviews or

surveys.

Assessing – The process of systematically gathering and evaluating data or evidence to

determine the effectiveness or outcomes of peer tutoring programs on students’ academic self-

efficacy.

Location of the Study

The study was conducted at Muñoz National High School-Main, Junior High School with

grade 10 level as the respondents. The school is located in Barangay Bantug Science City of

Munoz, Nueva Ecija, Philippines. This place was selected knowing the efficiency of the said

study among Grade 10 students.

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Research Design

In order to gather data and information, the Researchers used Qualitative approarch in

which they administer a survey samples to chosen students of Muñoz National High School-

Main, Junior High School through the use of Survey-Questionnaire. Moreover, the gathered data

were statistically analyzed as describe the responses and the result of the said approach. This is

to come up with as effective and reliable result for the research study.

Sample Survey Questions are as follow:

General Questions towards self-efficacy

1. Do peer tutoring programs have a positive impact on students’ academic self-efficacy?

2. Are students more likely to develop a higher level of academic self-efficacy through peer

tutoring programs?

3. Do students who participate in peer tutoring programs perceive an improvement in their

academic self-efficacy compared to those who do not participate?

Through this, the researchers were able to find out whether Assessing the Impact of Peer

Tutoring Programs on Academic Self – Efficacy among Students is beneficial for Grade 10

students of Munoz National High School-Main and how many of them rely in Peer tutoring

Programs.

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Population of the Study

The population of this study consists of 30 respondents who are students from three

sections at the Grade 10 level. These sections, namely Section Melina, Section Lanite, and

Section Mulawin, are part of Muñoz National High School-Main. The school has a diverse

student population comprising both male and female students from various socio-economic

backgrounds. The respondents range in age from 15 to 16 years old and represent a cross-section

of the student body at the Grade 10 level. This study aims to assess the impact of peer tutoring

programs on academic self-efficacy among students of grade 10 students of Muñoz National

High School-Main.

Result and Discussion

Survey Result

QUESTION AGREE DISAGREE NEUTRAL

Do peer tutoring programs have a positive 23 7 0

impact on students' academic self-efficacy? Total of 76% Total of Total of 0%

24%

Figure 1. Data tabulation

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The figure 1 shows that 76% of grade 10 students agree to have positive impact on academic

self-efficacy, the 24% for disagree and 0% for neutral.

QUESTION AGREE DISAGREE NEUTRAL

Do students who receive peer tutoring report an 28 2 0

increase in their confidence in their academic Total of 90% Total of Total of 0%

abilities? 10%

Figure 2. Data tabulation

The figure 2 shows that 90% of grade 10 students agree to have positive impact on academic

self-efficacy, the 10% for disagree and 0% for neutral.

QUESTION AGREE DISAGREE NEUTRAL

Are students who participate in peer tutoring 27 3 0

more likely to believe they can successfully Total of 90% Total of Total of 0%

complete challenging academic tasks? 10%

Figure 3. Data tabulation

The figure 3 shows that 90% of grade 10 students agree to have positive impact on academic

self-efficacy, the 10% for disagree and 0% for neutral.

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QUESTION AGREE DISAGREE NEUTRAL

Do students who engage in peer tutoring 26 4 0

programs experience a boost in their belief that Total of 86% Total of Total of 0%

they can achieve desired academic outcomes? 14%

Figure 4. Data tabulation

The figure 4 shows that 86% of grade 10 students agree to have positive impact on academic

self-efficacy, the 14% for disagree and 0% for neutral.

QUESTION AGREE DISAGREE NEUTRAL

Are students more likely to develop a higher 24 6

level of academic self-efficacy through peer Total of 73% Total of Total of 0%

tutoring programs? 27%

Figure 5. Data tabulation

The figure 5 shows that 76% of grade 10 students have positive impact on academic self-

efficacy, the 27% for disagree and 0% for neutral.

QUESTION AGREE DISAGREE NEUTRAL

Do students who engage in peer tutoring 23 7 0

programs demonstrate a greater sense of Total of 93% Total of 7% Total of 0%

competence and control over their academic

performance?

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Figure 6. Data tabulation

The figure 6 shows that 93% of grade 10 students agree to have positive impact on academic

self-efficacy, the 7% for disagree and 0% for neutral.

QUESTION AGREE DISAGREE NEUTRAL

Are students who participate in peer tutoring 27 3 0

more inclined to take on academic challenges Total of 80% Total of 20% Total of 0%

and persist in the face of difficulties?

Figure 7. Data tabulation

The figure 7 shows that 80% of grade 10 students agree to have positive impact on academic

self-efficacy, the 20% for disagree and 0% for neutral.

QUESTION AGREE DISAGREE NEUTRAL

Do students who receive peer tutoring show an 21 7 2

improvement in their belief that they can meet Total of 76% Total of 16% Total of 8%

or exceed academic expectations?

Figure 8. Data tabulation

The figure 8 shows that 76% of grade 10 students agree to have positive impact on academic

self-efficacy, the 16% for disagree and 8% for neutral.

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QUESTION AGREE DISAGREE NEUTRAL

Do students who participate in peer tutoring 25 3 2

programs perceive an improvement in their Total of 83% Total of 13% Total of 4%

academic self-efficacy compared to those who

do not participate?

Figure 9. Data tabulation

The figure 9 shows that 83% of grade 10 students agree to have positive impact on academic

self-efficacy, the 13% for disagree and 4% for neutral.

QUESTION AGREE DISAGREE NEUTRAL

Do students who engage in peer tutoring 26 2 2

programs report a higher level of academic self- Total of 86% Total of 7% Total of 7%

efficacy compared to their peers who do not

participate?

Figure 10. Data tabulation

The figure 10 shows that 76% of grade 10 students agree to have positive impact on academic

self-efficacy, the 7% for disagree and7% for neutral.

QUESTION AGREE DISAGREE NEUTRAL

Are students who receive peer tutoring more 25 3 2

likely to feel confident in their ability to Total of 83% Total of 10% Total of 7%

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succeed academically compared to students

who do not receive such support?

Figure 11. Data tabulation

The figure 11 shows that 83% of grade 10 students agree to have positive impact on academic

self-efficacy, the 10% for disagree and 0% for neutral.

QUESTION AGREE DISAGREE NEUTRAL

Do students who take part in peer tutoring 26 4 0

programs perceive a positive impact on their Total of 86% Total of 14% Total of 0%

academic self-efficacy when reflecting on their

overall academic experience?

Figure 12. Data tabulation

The figure 12 shows that 86% of grade 10 students agree to have positive impact on academic

self-efficacy, the 14% for disagree and 0% for neutral.

Final Result

Agree Disagree Neutral

Average 83% 15% 2%

Figure 13. Data tabulation of the final average

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The figure 13 shows that 83% of grade 10 students agree to have positive impact on academic

self-efficacy, the 15% for disagree and 2% for neutral.

Discussion

Through the analyzation of data the researchers have gathered from 30 respondents of

grade 10 level, it was found out that grade 10 students agree that peer tutoring program give

positive impact on academic self-efficacy among grade 10 students, they can boost and improved

their performances in academic task.

On the other hand, grade 10 students have chosen to disagree that peer tutoring programs didn’t

give them positive impact for their academic performance.

Conclusion

This research study aimed to evaluate the effects of peer tutoring programs on students'

academic self-efficacy. The findings from this study provide valuable insights into the positive

impact of peer tutoring programs on students' academic self-efficacy beliefs. With this study, we

were able to find out that peer tutoring programs beneficial to theis study for the following

reasons:

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1. Improved academic outcomes: By understanding the positive effects of peer tutoring

programs on academic self-efficacy, educational institutions can implement and support

such programs to enhance students' academic performance.

2. Enhanced student confidence: Academic self-efficacy is closely linked to students' belief

in their own abilities to succeed academically. By participating in peer tutoring programs,

students gain confidence in their skills, knowledge, and problem-solving abilities.

3. Supportive learning environments: Peer tutoring programs create a supportive learning

environment where students can seek help and guidance from their peers.

4. Peer role modeling: Peer tutoring programs provide opportunities for students to serve as

role models for their peers. By pairing students with successful and knowledgeable peers,

institutions can inspire and motivate students to strive for academic excellence.

5. Transferable skills: Participation in peer tutoring programs not only benefits the students

receiving support but also the students acting as tutors. Tutors develop valuable

communication, leadership, and mentoring skills, which can have a positive impact on

their personal and professional development

6. Cost-effective intervention: Peer tutoring programs can be a cost-effective intervention

for educational institutions. By utilizing existing student resources and creating structured

tutoring programs, institutions can provide additional support to students without

significant financial investments.

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Firstly, the results indicated that participation in peer tutoring programs significantly increased

students' academic self-efficacy. The interactions and support received from their peers helped

students develop a stronger belief in their abilities to succeed academically. Through

collaborative learning and the sharing of knowledge, students gained confidence in their own

skills and capacities.

Secondly, the study revealed that peer tutoring programs fostered a sense of belonging and

connectedness among students. By working with peers who were similar in age and educational

background, students felt more comfortable seeking help and asking questions. This supportive

environment contributed to the enhancement of their academic self-efficacy, as they realized

they were not alone in facing academic challenges.

Moreover, the research findings highlighted the importance of peer role models in influencing

students' self-perceptions and academic beliefs. The presence of knowledgeable and successful

peers served as a source of inspiration and motivation for students to strive for academic

excellence. Witnessing the achievements of their peers instilled a sense of possibility and

encouraged students to set higher goals for themselves.

Furthermore, the study suggested that the benefits of peer tutoring programs extended beyond

academic self-efficacy. Improved academic self-efficacy was found to correlate with increased

academic performance and a positive attitude towards learning. Students who participated in peer

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tutoring programs demonstrated higher levels of engagement, active participation, and

perseverance in their academic pursuits.

Through the data gathered with the use of survey-questionnaire we found out that most of the

grade 10 students have experience positive impact on peer tutoring programs.

Recommendation

The present study has shown that may students are have experience positive impact in

their academic self-efficacy and academic performances. It is recommended that future studies

should continue to monitor the significant impact of peer tutoring programs for grade 10

students. It would be beneficial to have this study conducted throughout the whole grade level,

so that the experience of peer tutoring programs might have been specifically measured.

However, the researchers recommend to get validators who are expert in the field and at the

same time who are teaching, so that the validators may consider the level of comprehension.

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Bibliography

RRL

https://www.researchgate.net/publication/319292234_Impact_of_Peer_Tutoring_on_Learning_o

f_Students

RRL

Department of Education (.gov)https://files.eric.ed.gov › fullt...PDFEffectiveness of Peer

Tutoring in Learning English among Tutors and Tutees of Class VIII Reference:

https://www.cambridge.org/core/journals/spanish-journal-of-psychology/article/abs/assessment-

of-the-efficacy-of-a-peer-mentoring-program-in-a-university-

setting/09F1272A27E9EC9CA2B6E5F18AA3D288

RRL

https://files.eric.ed.gov/fulltext/EJ1115729.pdf

https://pubmed.ncbi.nlm.nih.gov/23189512/

https://www.jstor.org/stable/1162567

https://www.montana.edhttps://www.montana.edu/msse/capstones/model-

capstones/Brasser%20Christine.pdfu/msse/capstones/model-capstones/Brasser%20Christine.pdf

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Appendix

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