CHAPTER III

Research Methodology

Research Design

Descriptive research aims to accurately and systematically describe a population, situation

or phenomenon. It can answer what, where, when and how questions, but not why questions.
Descriptive research design is a powerful tool used by scientists and researchers to gather
information about a particular group or phenomenon. This type of research provides a detailed
and accurate picture of the characteristics and behaviors of a particular population or subject. By
observing and collecting data on a given topic, descriptive research helps researchers gain a
deeper understanding of a specific issue and provides valuable insights that can inform future
studies (Shrutika Sirisilla,2023).

The usage of the Random Sampling method was also examined in this study to accurately
select our respective respondents to answer the level of the notion in question.

Research Respondents

The participants in the study were students from Christian Samaritan Health Service and
Technical Incorporation Tagoloan Branch, specifically those enrolled in Accountancy Business and
Management. A total of 32 individuals participated, and their responses contribute to the study's
validity and reliability. These participants were selected based on the methodology employed in
the research. Therefore, the researchers are confident that this sample size is sufficient to achieve
the study's objectives and produce meaningful findings.

Furthermore, research respondents are the individuals who participate in research studies
by providing information, opinions, or data.They are the essential building blocks of any research
project, as their input directly contributes to the study’s findings and conclusions. This article will
delve into the definition, importance, and selection of research respondents, exploring their role in
various research methodologies.

Research Locale
 Figure 2: (Map of Christian Samaritan School Tagoloan Campus)

Christian Samaritan Health Service and Technical School Incorporation started as a

technical vocational school which offers caregiving. NCII, located at the 4th floor of Puerto
Community Hospital, Puerto Highway, Cagayan de Oro City. On February 14, 2006.It was
transferred to an adjacent building in 2009. During the school year, 2010 to 2011. High school was
established at the same venue and was recognized by department of education on October 3,
2,013, with Government Recognition No. 48. The school was established to cater to the
educational needs of students in Tagoloan, Misamis Oriental, and the surrounding areas. It is part
of a larger network of Christian Samaritan School campuses, which include branches in Puerto,
Divisoria, Claveria, and Balingasag. Since its inception, the Tagoloan campus has grown from a
small institution to a vibrant learning community. It offers comprehensive educational programs,
including Junior High School and five strands for Senior High School: STEM (Science,
Technology, Engineering, and Mathematics), HUMSS (Humanities and Social Sciences), ABM
(Accountancy, Business, and Management), GAS (General Academic Strand), and TVL (Technical
Vocational Livelihood), with specializations in Automotive Servicing and Computer System
Servicing. The campus is not only focused on academic excellence but also emphasizes the
holistic development of its students. It hosts a variety of events throughout the school year, such
as Buwan ng Wika, Intramurals, and Teachers' Day, all of which contribute to a lively and
engaging school environment. The history of Christian Samaritan School, Tagoloan Campus, is
marked by its dedication to fostering a supportive and nurturing educational environment,
preparing students to excel both academically and in their future careers.

Data Gathering Procedure

The researcher aimed to distribute a survey questionnaire at the location they had selected.

First, the researcher seemed to be a competent survey interviewer for the participants. The
researchers located each respondent upon their arrival at the location and provided them with a
survey right away. After finishing the distribution of the survey, they returned the Survey
Questionnaire to the researchers little by little. Moreover, the researcher made sure to document
the number of accurate Survey Questionnaire in relation to the total number of Survey
Questionnaire given. Additionally, as the research concluded its duties, it thanked all the
participants who took the time to fill out the survey.

Research Instrument
The researcher created as researcher made survey question to relay the information to our
respondents through constructive questions based on the problem of the study. According to
Nicholas Seger (2020) A researcher made survey questionnaire is a type of questionnaire that
deals with an informative matter with regard to the problem of your current study. Researcher-
made survey questions are critical because they allow researchers to tailor their instruments to the
specific needs and nuances of their study. Instead of relying on pre-made questionnaires,
researchers can craft questions that directly address their research problem, ensuring that the
data collected is relevant, accurate, and informative.
The survey questionnaire has 3 main parts:
Part 1: Profile of the respondents
Part 2: The level of Peer Tutoring
Part 3: The test of difference between the level of Peer Tutoring

Scoring Procedure
Determine the preciseness effectiveness of the final result of the study.
This research determinedly the used of Likert scale for the reliability and validity, in dealing
with the objective problems of the study.
Table 1:
5- Point Likert Scale
Scale Range Description Verbal Interpretation
5 4.20-5.00 Strongly agree Outstanding
4 3.40-4.20 Agree Satisfactory
3 2.61-3.40 Neutral Fair
2 1.81-2.60 Disagree Unsatisfactory
1 1.00-1.80 Strongly Disagree Needs Improvements

5-Point Likert scale is a type of measurement of tendency by which it may be considered as

a valid interpretation of the existing data/ result.

Statistical treatment of data

The research was able to develop the use of these statistical treatment in order to give
emphasis of the findings of the study. These are the following.
Problem 1. Frequency & Percentage Distribution Method were used to get the profile of
the respondents.
Problem 2. Weighted Mean was used to identify the level of peer tutoring academic
performance.
Problem 3. Standard Deviation (SD) has used to determine the test on difference of peer
tutoring academic performance.
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The chapter focuses on the Presentation, Analysis and Interpretation of data based on the
data gathered through our respective respondents regarding The Effectiveness of Peer Tutoring
Towards Academic Improvement of Grade 12 Accountancy Business and Management Students
of Christian Samaritan School Tagoloan Campus.
Problem 1. What is the profile of the respondents in terms of?

1.1 Age
1.2 Gender
1.3 Parents Highest Educational Attainment
1.4 Parents Monthly Income
 Table No.1
Distribution of Respondents In terms of Age

Category Frequency Percentage

16-17 27 84
18-19 4 13
20 above 1 3
Total 32 100

Table No. 1 Shows the distribution of Respondents according to Age. Based on the table
presented, there were 27(84%) of the respondents whom we consider under the age bracket
between 16-17 years old. While there were 1(3%) of the respondents covering the Age bracket
between 20 years old above. It was shown on the data that majority of the respondents were
under 16-17 years of age.
This data was supported by (Ian,2022) stated that discipline should be ingrained in a person
from a young age. that aims to further moral values within the framework of actualization and
moral development of each pupil. Making an attempt to uphold discipline in all Things will
eventually transform us into mature individuals.
Table No. 2
Distribution of Respondents According to Gender

Category Frequency Percentage

Female 31 97
Male 1 3
Total 32 100
Table No. 2 Shows the distribution of Respondents according to Gender. Based on the data
shown, there were 1 or (3%) of the respondents who fell under the male category. While on the
other hand, there were 31 or (97%) which was under the female category. This means that
majority of our respondents were female.
Table No. 3
Distribution of Respondents According to Parent Highest Educational Attainment

Category Frequency Percentage

Elementary Level 2 7
Elementary Graduate 1 3
High School Level 9 28
High School Graduate 11 34
Collage Level 4 13
Collage Graduate 5 15
 Total 32 100

Table No. 3 Shows the distribution of Respondents according to Parents Highest

Educational Attainment. Based on the table presented, there were 11
or (34%) of the respondents who are level of High School Graduate. While there are 1 or (3%)
from Elementary Graduate. This means that most of our respondents are the High School
Graduate.
This study is underpinned by the notion of John Sy, (2020), who embraced the application
of principles in education that all must adhere to. Every level must have a harmonious moral
behavior that shows respect for their educational background.
Table No. 4
Distribution of Respondents According to Parents Monthly Income

Category Frequency Percentage

0-5,000 10 31
5,000-10,000 9 28
10,000-15,000 9 28
15,000-20,000 0 0
20 above 4 13
TOTAL 32 100

Table No. 4 Shows the distribution of Respondents according to Parents Monthly Income.
Based on the table presented, there were 10 or (31%) of the respondents who income 0-5000.
While there are 4 or (13%) who earn 20,000 above. This means that most of the Parents Monthly
Income are 0-5000.
Problem No. 2 What is the level of Peer Tutoring Toward Academic Improvements among
Grade 12 Accountancy Business and Management students of Christian Samaritan School
in terms of:
2.1 Motivation
2.2 Learning Style
2.3 Prior knowledge
 Table No. 5

The Effectiveness of Peer Tutoring Toward Academic Improvements of Grade 12

Accountancy Business and Management Students of Christian Samaritan School Tagoloan
Campus in terms of Motivation:

Indicators Mean Interpretation

Do you believe that learning can be inspired by peer tutoring? 3.90 Satisfactory

Is peer tutoring able to increase learning productivity? 3.98 Satisfactory

Do student gain from peer tutoring? 3.76 Satisfactory

Is it possible to peer tutor a student who lacks experience? 4.03 Satisfactory

And/or motivation?
Do you believe that receiving peer tutoring influences how 3.60 Satisfactory
involved and involved you are in class activities?
Do you think that reducing academic struggle can be achieved 3.56 Satisfactory
through peer tutoring?
Do you think peer tutoring helps you study less difficultly? 3.38 Good

Do you think peer tutoring aids with student ability to focus in 3.40 Good
class?
Do you believe that learning in challenging disciplines like 3.57 Satisfactory
math, physics, etc. is significantly impacted by peer tutoring?
Do you think peer tutoring improves your grades in challenging 3.38 Good
topics?
OVERALL WEIGHTED MEAN 3.66 Satisfactory

Table No.5 Shows the Level of Effectiveness of Peer Tutoring to Accountancy Business and
Management of Christian Samaritan School Tagoloan Campus, garnered an overall weighted
mean of (3.66) which was interpreted as Satisfactory, it can be that item number 4 with the
statement “Is it possible to peer tutor a student who lacks experience? And/or motivation?” got the
highest mean of (4.03) while item number 2 with the statement “Is peer tutoring able to increase
learning productivity?” Obtained the average mean of (3.98).
This means that the level of The Effectiveness of Peer Tutoring to be effective in terms of
Motivation of the students of Christian Samaritan School. It was backed by (Lee, Garav’s, 2021)
theory, which states that ABM formation supports students studying accountancy, business, and
management by providing them with both integrated value and holistic growth.
 Table No. 6
The Effectiveness of Peer Tutoring Toward Academic Improvements of Grade 12
Accountancy Business and Management Students of Christian Samaritan School Tagoloan
Campus in terms of Learning Style:

Indicators Mean Interpretation

Do you think there are positive side effects in peer tutoring to a 3.90 Satisfactory
student?
Do you think there are negative side effects in peer tutoring to a 3.34 Good
student?
Do you believe that peer tutoring assists you with your academic 3.6 Good
struggles?
Do I get better at more skills with peer tutoring? 3.69 Satisfactory

Do you think that peer tutoring is more advantageous than a 3.38 Good
teacher’s learning style?
Is peer tutoring effective in helping you understand the subject 3.72 Satisfactory
matter better?”
I have been part of a peer tutoring session before. 3.38 Good
I find peer tutoring helpful. 3.40 Good
Is peer tutoring more suited for certain learning styles? 3.57 Satisfactory
It appears that understanding your learning style can make you a 3.43 Satisfactory
better peer tutor.
OVERALL WEIGHTED MEAN 3.53 Satisfactory

Table No. 6 Shows the level of Effectiveness of Peer Tutoring Towards Academic
Improvement of Grade 12 Accountancy Business and Management Student of Christian Samaritan
School Tagoloan Campus in terms of Learning style, with an overall weighted mean of (3.53) which
was interpreted as Satisfactory , it can be gleaned up that item number 1 with the statement “Do
you think there are positive side effects in peer tutoring to a student” got the highest mean of(3.90)
while item number 3 with the statement “Do you believe that peer tutoring assists you with your
academic struggles” obtained the average mean of(3.6).
This means that the level of Effectiveness of Peer Tutoring tends to be effective in terms of
value of formation of the students of Christian Samaritan School. Deborah Greaves,2022) claims
that Encouraging students to collaborate in pairs and support each other in organizing and
interpreting material might enhance learning opportunities.
 Table No. 7

The Effectiveness of Peer Tutoring Toward Academic Improvements of Grade 12

Accountancy Business and Management Students of Christian Samaritan School Tagoloan
Campus in terms of Prior Knowledge:

Indicators Mean Interpretation

Do you agree that prior knowledge can enhance the skills of the 3.93 Satisfactory
students?
Is prior knowledge can give a positive impact for the students? 3.90 Satisfactory
I feel confident in my understanding of peer tutoring before 3.53 Satisfactory
engaging in a session.
Do prior knowledge give students to build more learnings? 3.40 Good
Do you think prior knowledge will help my experiences better? 3.71 Satisfactory
Do you think prior knowledge helps me with my learning of hard 3.66 Satisfactory
subjects?
Do you think prior knowledge helps your knowledge about spelling 3.80 Satisfactory
and solving?
Do you think that prior knowledge can apply any good 3.84 Satisfactory
experiences?
Is prior knowledge help with your problem of understanding? 3.58 Satisfactory
I believe my prior knowledge impacts my ability to benefit from peer 3.60 Satisfactory
tutoring.
OVERALL WEIGHTED MEAN 3.70 Satisfactory

Table No. 7 Shows the Level of Effectiveness of Peer Tutoring Towards Academic
Improvements Grade 12 Accountancy Business and Management Students of Christian Samaritan
School Tagoloan Campus in terms of prior knowledge, garnered an overall weighted mean of
(3.70) which was interpreted as Satisfactory, it can be that item number 1 with the statement “do
you agree that prior knowledge can enhance the skills of the students?” got the highest mean of
(3.93) while Item number 2 with the statement “is prior knowledge can give positive impact for
students?.” Obtained the average mean of (3.90). This means that the level of The Effectiveness of
Peer Tutoring to be effective in terms of prior knowledge of Christian Samaritan School.
According to the words of Ken Sy, (2020). through the procedure, the students pick up
knowledge from one another in an organized manner. One student serves as the tutor or teacher
and the other as the tutee or learner in this well-run and advantageous learning environment.

Problem No.3 Is there a noteworthy difference between the impact of Peer Tutoring Toward
Academic Improvements of the students when grouped according to:
3.1. Motivation

3.2. Learning Style

3.3. Prior Knowledge

Table No. 8

Test of Difference Between the Impact of Peer Tutoring Toward Academic Improvements of
the students when grouped according to Motivation:

Indicators Standard Verbal

Deviation Interpretation
Do you believe that learning can be inspired by peer 2.64 Good
tutoring?
Is peer tutoring able to increase learning productivity? 3.15 Good
Do student gain from peer tutoring? 2.38 Unsatisfactory
Is it possible to peer tutor a student who lacks experience? 3.07 Good
And/or motivation?
Do you believe that receiving peer tutoring influences how 2.91 Good
involved and involved you are in class activities?
Do you think that reducing academic struggle can be 2.96 Good
achieved through peer tutoring?
Do you think peer tutoring helps you study less difficultly? 2.56 Good
Do you think peer tutoring aids with student ability to focus 3.37 Good
in class?
Do you believe that learning in challenging disciplines like 2.26 Unsatisfactory
math, physics, etc. is significantly impacted by peer
tutoring?
Do you think peer tutoring improves your grades in 3.25 Good
challenging topics?
OVERALL TOTAL 2.85 Good

Table No.8 Shows the test of difference in the level of Peer-tutoring students of Christian
Samaritan School Tagoloan Campus. It can be the result to be lower than the expected in relation
to Peer-tutoring students, this indicates that there was level of significance that occurred since it
was mostly interpreted as Good which has an overall total of (2.85).

Table No. 9

Test of Difference Between the Impact of Peer Tutoring Toward Academic Improvements of
the students when grouped according to Learning Style:
 Indicators Standard Verbal
Deviation Interpretation
Do you think there are positive side effects in peer tutoring 2.82 Good
to a student?
Do you think there are negative side effects in peer tutoring 2.41 Good
to a student?
Do you believe that peer tutoring assists you with your 3.10 Unsatisfactory
academic struggles?
Do I get better at more skills with peer tutoring? 2.26 Good
Do you think that peer tutoring is more advantageous than 2.70 Good
a teacher’s learning style?
Is peer tutoring effective in helping you understand the 2.56 Good
subject matter better?”
I have been part of a peer tutoring session before. 2.55 Good
I find peer tutoring helpful. 3.28 Good
Is peer tutoring more suited for certain learning styles? 2.26 Unsatisfactory
It appears that understanding your learning style can make 2.86 Good
you a better peer tutor.
OVERALL TOTAL 2.68 Good

Table No. 9 Shows the difference between the impacts of peer tutoring towards academic
improvement of the students when grouped according to Learning style. Based on the table
presented, question number 8 got the highest standard deviation resulted as (3.28) and interpreted
as Good, while question number 4 and 9 got the lowest standard deviation it has a (2.26) and
interpreted as Unsatisfactory which is not bad. For the overall standard deviation, it's got (2.68)
and interpreted as Good. Which means that most of the respondents are strongly agree that there
is a difference between the impacts of peer tutoring towards academic improvement of the
students when grouped according to learning style.
Peer tutoring enables both tutor and tutee to gain self-confidence, the tutor by observing
self-competence in his or her capability to help someone and the tutee by gaining positive
reinforcement from the peers. Therefore, peer tutoring has a very positive impact on the process
of learning. Maggie, (2020).

Table No. 10

Test of Difference Between the Impact of Peer Tutoring Towards Academic Improvements
of the students when grouped according to Prior Knowledge:

Indicators Standard Verbal

Deviation Interpretation
Do you agree that prior knowledge can enhance the skills 2.94 Good
of the students?
Is prior knowledge can give a positive impact for the 2.73 Good
students?
I feel confident in my understanding of peer tutoring before 3.24 Good
engaging in a session.
Do prior knowledge give students to build more learnings? 2.63 Good
Do you think prior knowledge will help my experiences 3.04 Good
better?
Do you think prior knowledge helps me with my learning of 3.00 Good
hard subjects?
Do you think prior knowledge helps your knowledge about 2.60 Unsatisfactory
spelling and solving?
Do you think that prior knowledge can apply any good 2.44 Unsatisfactory
experiences?
Is prior knowledge help with your problem of 3.13 Good
understanding?
I believe my prior knowledge impacts my ability to benefit 3.39 Good
from peer tutoring."
OVERALL TOTAL 2.91 Good

Table No. 10 Shows the Test of difference in the level of Effectiveness of Peer-tutoring
towards Academic Improvements of Grade 12 Accountancy Business Management students of
Christian Samaritan School Tagoloan Campus. Based on the data presented under the Prior
knowledge in relation to Peer-tutoring, it's covering the overall total of (2.91) which was interpreted
as Good.

According to Kaleem (2020) Peer tutoring provides an opportunity to students of diverse

abilities to work on academic tasks in pairs, in a democratic, cooperative and friendly approach. In
this context, the study was an attempt to analyze how peer tutoring played the said role in
enhancing the academic achievements of tutors and tutees at reference to the key levels
(knowledge, comprehension and application) of the cognitive domain. The analysis of the data
through (inferential statistics (t-test),) confirmed that though the tutors of the experimental group
achieved better score at knowledge and application levels of the cognitive domain; however, they
were not better in the comprehension level on post-test in compare to the high achievers of the
control group. In the same way, the performance of the tutees of the group under investigation was
significantly better with regards to academic ability, knowledge and comprehension at cognitive
domain; however, at the application level there was no significant difference as compare to their
correspondent low achievers of the controlled group. In the light of the findings, it was concluded
that the academic performance of the tutors as well as the tutees was significantly affected by
peer tutoring.
 CHAPTER V

SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter present the Summary, Findings, Conclusion and Recommendation based on
the finding of the study.

Summary

The main purpose of this study was to investigate the Effectiveness of Peer tutoring
towards Academic Improvements of Grade 12 Accountancy Business and Management students
of Christian Samaritan School Tagoloan Campus. The study investigated these specific aspects of
the problem:
1.The profile of the respondents in terms of Age, Gender, Parents Highest Educational Attainment
and Parents Monthly Income.

2.The level of Peer tutoring towards Academic Improvements of Grade 12 Accountancy Business
and Management students of Christian Samaritan School in terms of Motivation, Learning Style,
Prior knowledge.

3.The significant difference between the level of the Effectiveness of peer tutoring towards
Academic Improvements of the students when grouped according to Motivation, Learning Style,
Prior knowledge.

Methodology

This study used the descriptive type of method in research. It was conducted at Christian
Samaritan School Tagoloan Campus. A sample of 32 students of Accountancy Business and
Management serve as the respondents of the study.
The research survey questionnaire was administered on ABM students to promptly answer
survey. This research instrument was composed of three main parts, the profile of the respondents
and the question proper for the respondents. The frequency distribution method and percentage
were used to determine the profile of the respondents, the weighted mean was also use to analyze
the level of Effectiveness of Peer-tutoring; and Standard Deviation and used to determine if there
was or any significant difference that existed in the level of Effectiveness of Peer-tutoring towards
Academic Improvements of Grade 12 Accountancy Business and Management students when
they grouped according to certain variables.

Findings

The findings of the study are summarized as follows:

1. (a) Regarding the age profile of the respondents in the study, it was found out that most
of the respondents were 16-17 years’ old which accounted to 27 students or (84%). (b) Majority of
the respondents are female which accounted to 31 students or (97%). (c) Most of the respondents
are High School Graduate which accounted to 11 students or (34%). (d) Most of the Parents
Monthly Income of the respondents are below 5,000 which accounted to 10 students or (31%).

2. The level of Effectiveness of Peer- tutoring towards Academic Improvements of Grade 12

Accountancy Business and Management students of Christian Samaritan School in terms of (a)
Motivation was accounted to the overall weighted mean of (3.66) and was interpreted as
Satisfactory; (b) Learning style was accounted the overall weighted mean of (3.53) and was
interpreted as Satisfactory; and (c) Prior knowledge which gathered the overall weighted mean of
(3.70) and was interpreted as Satisfactory. The level of Effectiveness of Peer-tutoring towards
Academic Improvements of Grade 12 Accountancy Business and Management students of
Christian Samaritan School Tagoloan Campus was Satisfactory.

3. Furthermore, there was nothing or no level of significance between the level of

Effectiveness of Peer-tutoring towards Academic Improvements of Grade 12 Accountancy
Business and Management students of Christian Samaritan School Tagoloan Campus when
grouped according to Motivation, Learning Style, and Prior knowledge.

Conclusion

Based on the findings, the following conclusions are drawn:

1.Most of the respondents were 16-17 years old, categorized as female

respondents with the Monthly Income of 0-5, 000 under the High School
Graduate.

2.The level of Effectiveness of Peer-tutoring towards Academic Improvements

of Grade 12 Accountancy Business and Management students of Christian
Samaritan School Tagoloan Campus was Satisfactory and;

3.The respondents did not differ significantly in their perception from the
Effectiveness of Peer-tutoring towards Academic Improvements of Grade 12
Accountancy Business and Management students of Christian Samaritan
School Tagoloan Campus when grouped according to Motivation, Learning
style, and Prior knowledge.

Recommendations

In view of the findings and conclusions of the study, the following recommendations are
hereby offered:

1. Train the Tutors: Workshops on mentorship for students who want to

become tutors. Teach them how to explain concepts well and help their peers
out well.
2. Smart Pairing: In this, pair up your students according to their strengths and
difficulties. A good math grade student may be able to tutor one who has
difficulty with that subject, thus bringing the fruits of training home.
3. Feedback: Make a provision where tutors and tutees are allowed to air their
thoughts about the sessions that may be held. This shall improve the program
while making everyone enjoying their time.
4. Regular Set Time: Assist students in finding regular time to meet up for
tutoring. Consistency can mean such huge differences in a learning process.