Peer Teaching/tutoring is used as school-based intervention that has been shown to improve academic skills, generate development of appropriate social skills, and enhance peer relations for both tutees and tutors. The purpose of this study was to determine the effectiveness of the implementation of a peer teaching/tutoring program in mathematics on the academic achievement level of Grade 3 pupils in Lupok Central School. This study aimed to analyse peer teaching as an intervention strategy that will increase the performance among Grade 3 Mathematics pupils at Lupok Central School, Guiuan North District, Guiuan Eastern Samar through the 1st and 4th Grading periods of School Year 2017 - 2018. Specifically, it sought to answer the following questions: What is the Mean Percentage Score (MPS) in Mathematics of Grade 3 Pupils in Lupok Central School at the beginning of 1st Grading of School Year 2017 – 2018 before peer teaching intervention? What is the Mean Percentage Score in Mathematics of Grade 3 Pupils in Lupok Central School at the end of 4th Grading of School Year 2017 – 2018 after peer teaching intervention? Is there a Significant difference before and after the intervention program? What intervention program may be proposed based on the findings of the study? Based on the data gathered/collected from the class adviser of Grade 3 Section Bougainvillea in Lupok Central School, the result of base line MPS from 1st Grading period specifically in mathematics subject is 74.22 which is considered below the 75% proficiency level. The result showed a radical increase in Mean Percentage Score in mathematics subject after the intervention was given to the Grade 3 pupils with the previous result of 74.22% from the 1st Grading into 82.11% MPS result in the 4th Grading period. The results of the study further revealed that the implementation of Peer teaching strategy has a positive effect in increasing the academic performance in mathematics of Grade 3 pupils. There was 7.89% increase in MPS for mathematics subject from the first grading to the fourth grading period.
The purpose of this descriptive correlational research is to investigate the attitudes and professional qualification of BEED students enrolled in teaching multi-grade classes. The results showed that the respondents had an agreeable attitude towards the teaching profession. The mean score of the responses on professional qualification was very high, indicating that prospective teachers have a good understanding of the skills and competencies required for effective teaching in a multi-grade classroom setting. However, there was a negative correlation between attitudes towards teaching profession and professional qualification, which was not significant. The study highlighted the need for teacher education programs to provide more practical training opportunities and relevant curricula to enhance the professional competence of prospective teachers. The results also emphasized the importance of considering age and teaching experience when tailoring training programs to better address the needs of different groups of prospective teachers. Further research with a larger and more diverse group of participants is necessary to better understand the complex relationship between attitudes towards teaching profession and professional qualification. KEYWORDS: pre-service teachers, professional qualification, teaching multi-grade classes, teaching profession
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