© JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

Efficacy of Reciprocal Peer Tutoring Understanding

Probability
IRISH D. GALULUDAN1, NELLE ANNE B. MONTES2, BEVERLY S. MARCELO3, SEAN C. COIS4,
CAROLYN G. MEDINA5, LYDIA B. BACGALANG6
1
DepEd Applicant
2
DepEd Applicant, Baguio City
3, 5, 6
Genext School of Leaders Foundation Inc.
4
Deped Applicant, Baguio City

Abstract- This study focused on the effect of because most of the considerations in life that will be
reciprocal peer tutoring in teaching probability to the taken are carried out through a logical thinking process
learners of Genext School of Leaders Foundation, to consider cause and effect, profit and loss, and
Inc. during the school year 2023-2024. Nineteen estimates of what will happen (Suryani et al., 2023).
Grade 5 learners served as the respondents of the
study. A Quasi-experimental research designed was One essential component of mathematics in everyday
employed, using a Pretest and Post-test questionnaire life involves probability. Probability is the
on probability as the main instrument of the study. measurement of uncertainty that is omnipresent in our
The study sought answers on the scores of learners everyday life situations. It is a basic statistical tool of
before and after the use of use of reciprocal peer understanding and explaining of various phenomena
tutoring in understanding probability. t-test was in almost every branch of science.
utilized to determine the significant difference
between the learners’ gain in the scores in The classical definition is traceable to the close
probability which was set at five percent level of association of probability to games of chance in the
significance. The minimum t-value of 1.734 was used seventeenth century. Games of chance include
to determine the significance of the test. The result throwing a die, tossing a coin and drawing a card. For
revealed that there is a significant gain in the instance, without experiment, it is assumed that since
learners’ scores in probability. This means that a fair coin has two sides, probability of a head is one
Reciprocal Peer Tutoring strategy is effective in out of two and probability of a tail is the same.
increasing the learners’ understanding in
probability. It has the potential to enhance learning Probability is one of the lessons fundamental in
through encouraging active engagement, mathematics curriculum around the world which is
collaborative learning, and deeper comprehension of used in learning material from primary education to
concepts. It fosters collaboration, empathy, and a higher education (Batanero, 2020).
supportive learning environment among students.
Additionally, it became one of the content standards
Indexed Terms- Apprenticeship, Pre-Test, Post-Test, taken as early as Kindergarten. Probability is one
Tutee, Collaboration, Assimilation, Social learning area to be mastered in the K to 12 Curriculum
Interaction usually taken during the fourth quarter of an academic
year.
I. INTRODUCTION
However, due to time constraint in the last quarter,
Mathematics greatly influences several fields and Probability is given least emphasis and it is one of the
disciplines. It plays an essential role in understanding unachieved learning competencies (Batilantes, 2021).
the concepts and procedures of other subjects and As a result, learners are not adequately equipped to
profession. Mathematics underpins all aspects of life move to higher grade levels and tend to perform low

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 480

 © JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

in probability. However, if learners had previously fulfilled, causing learners to fall short of the standard
mastered the prerequisite topics then their at which they should be at the end of basic education.
mathematics performance may have been better. If these issues are addressed right away, then the
difficulty level in advanced mathematics courses will
Similarly, the researcher linked this gap in her be lowered.
classroom setting. Since the mathematical content of
Probability and Statistics was presented in the last In response, the Department of Education introduced
quarter of the school year, the researcher discovered a the MATATAG Curriculum, also known as "Bansang
low level of proficiency in higher grades due to Makabata, Batang Makabansa," which aims to address
teaching not being met, affecting learners' educational challenges, prioritizing the mastery of
performances on the subject. literacy and numeracy skills among learners. The
curriculum focuses on the mastery of early numeracy
In fact, this was highlighted in the international and concepts. Primary learners should be able to
national assessments such as Programme for demonstrate understanding on Data and Probability
International Assessment (PISA 2018 & 2019) and (data presented in tables, pictographs, and single bar
Trends in International Mathematics and Science graphs; outcomes from experiments and real-life
Study (TIMMS 2019) which showed learners in the situations). Although numerous studies were made,
Philippines are among the low performers in probability, is still accepted to be a difficult field for
Mathematics. Additionally, National Achievement both teachers and learners.
Test (NAT 2023) result shows a downward trend, also
categorized as now “Low Proficient” in Mathematics. In this view, teachers and learners are encouraged to
Moreover, the study of Pentang et al. (2021), showed exert more effort in acquiring knowledge and skills on
an unsatisfactory performance in probability of Probability. Teachers should consider making an
Prospective Elementary Teachers in Northern intervention to improve the retention of the learners in
Philippines. The lack of knowledge to determine the statistics and probability. Addressing these global
probability of events is evident. They are also not problems in mathematics education requires a
familiar with that probability ranges from 0 to 1. The multifaceted approach. It involves improving teacher
finding demonstrated the failure to use the language of training and professional development programs,
chance in estimating probabilities and using the fostering learner engagement through interactive and
empirical formula to calculate probabilities. They are relevant instructional methods, promoting conceptual
also incapable of making predictions and using understanding and problem-solving skills, tackling
probability theories. gender stereotypes, and working towards bridging the
digital divide by providing equitable access to
Furthermore, studies on the retention of the learners technology and online resources. Also, collaboration
studying at Nueva Vizcaya General Comprehensive among policymakers, educators, researcher, and
High School in Statistics and Probability by Dumale et communities is crucial to developing effective
al. (2023) was described as “poor retention rate” and strategies and interventions that can enhance
findings from Gamit (2022) revealed that the cognitive mathematics education worldwide.
skills achievement of the first year BSE learners from
different state universities in the Philippines falls Effective classroom management consists far more
under the category of late concrete operational stage. than establishing and imposing rules, rewards and
As a result, learners are unable to perform the logical incentives to control behavior; it requires the ability to
operational skills expected of their age. At their age create a learning environment that facilitates and
level, they are expected to be under the formal supports learners’ active engagement in learning,
operational stage based on Piaget’s stages of cognitive encourages cooperation, and promotes behavior that
development. benefits other people (PISA, 2018). Thus, teachers
employ a variety of teaching methods to accommodate
These result shows the required competency which is the individual variances among their learners, who
a prerequisite in the higher grade level were not each have different learning requirements and

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 481

 © JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

preferences. They work to create a positive and

encouraging learning atmosphere that promotes active This study hopes to benefit all concerned learners who
involvement and collaboration because they are aware require remedial instructions. Due to the fact that they
that a learner's level of motivation can have a direct will be taught to encourage one another by taking on
impact on their academic progress. the roles of tutor and tutee, learners may grow more
confident as direct interaction enhances active
For reasons provided, and given the proven learning.
potentiality of reciprocal peer tutoring in mathematics,
it is necessary to provide education practitioners with Through this study, educators may be given ideas in
practice guidelines that may help them maximize modifying their teaching strategies to help learners
learners’ academic outcomes which is the underlying develop their self-confidence, enhance their self-
purpose for conducting this research (Alegre et al., efficacy, establish socialization, support them in their
2020). skill inadequacies, and accommodate the classroom of
diverse learners to improve academic achievement
In traditional peer tutoring, it was found that tutors across ability levels and content areas. Furthermore,
benefit more from teaching their peers, however, to the designed activities in this strategy promote critical
provide equal opportunity involvement for all learners thinking and creativity. It can lead to an increase in the
the use of reciprocal peer tutoring is considered by learners’ performance in mathematics.
educators.
For parents, the result would help them enhance their
Reciprocal peer tutoring is a cooperative learning parenting styles in guiding their children and find
technique where learners work in pairs to support each support in activities requiring socialization skills. It
others learning. would also give them better understanding in dealing
with their children’s needs.
Reciprocal peer tutoring was also described as a
method of cooperative learning that pairs learners Future researchers may benefit from this as a guide in
according to their shared learning objectives and conducting similar studies. They may also develop
entails an asymmetric relationship between them more strategies to increase the use of reciprocal peer
based on their individual academic competences tutoring within the classroom settings. Future
(Topping, 2018). researchers are encouraged to further conduct research
of similar nature but with broader depth and breadth.
In reciprocal peer tutoring, learners of the same Lastly, the results of this study can be used as a basis
academic background cooperate in pairs or groups and for stakeholders and school administrator in crafting
alternate their roles as tutor and tutee during each an effective competency-based mathematical
session. High performing learners are often grouped program.
with low performing learners. This format includes the
use of structured teaching materials, stresses • Review Of Related Literature
monitoring of learners’ answers as well as reciprocal This research finds support from several learning
evaluation and encouragement among peers (Gazula et theories which includes the following that have the
al., 2017; Svellingen et al., 2021). bearing with the subject of the study.

In sum, reciprocal peer tutoring utilizes a learner- The concept of learning through reciprocal peer
centered approach and promotes and strengthens tutoring is grounded in several learning theories,
collaborative learning which is reciprocal in nature including social constructivism, cognitive
(Lodej et al., 2023). apprenticeship, and the theory of cognitive
development.
Ultimately, the goal of any learning strategy should be Social constructivism emphasizes the role of social
to provide each learner with the support and resources interaction and the importance of learners constructing
they need to achieve their full potential. knowledge through their experiences with peers.

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 482

 © JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

Vygotsky's work specifically highlights the Cognitive apprenticeship blends traditional

importance of the zone of proximal development, apprenticeship with formal schooling approaches to
where learners can learn with the guidance and support teach and learn cognitive skills that foster real-world
of more knowledgeable peers. problem-solving ability. This teaches the learner there
are multiple ways to approach problems and provides
Social constructivism is a variety of cognitive rich contextual learning and that learning is a staged
constructivism that emphasizes the collaborative process with multiple benchmarks (Collins et al.,
nature of learning under the guidance of a facilitator or 2022).
in collaboration with other learners. In social
constructivism, children's understanding is shaped not This apprenticeship focuses on learning through a
only through adaptive encounters with the physical guided process involving several key components
world but through interactions between people in such as modeling, coaching, scaffolding, articulation,
relation to the world that is not merely physical and and reflection. Through modeling, the tutor
apprehended by the senses, but cultural, meaningful demonstrates how to perform a task or solve a
and significant, and made so primarily by language problem, while coaching provides feedback and
(Akpan et al., 2020). guidance as the apprentice attempts to perform the task
or solve the problem. Scaffolding provides support to
This encourages learners to be actively involved the tutee as needed, gradually reducing the level of
during the learning process. It is a collaborative support as the tutee gains competence. Additionally,
learning dependent on interaction and discussions articulation prompts the tutee to explain their own
among the learners. Learners can construct thought process as they attempt to perform the task or
knowledge, develops cognitive mechanisms and solve the problem. Finally, reflection sessions allow
learning strategies through conversation and both tutor and tutee to assess progress and identify
interaction among their classmates. areas for further improvement, completing a
comprehensive learning cycle.
Moreover, Piaget's theory of cognitive development
also contributes to the understanding of peer tutoring, Creating a cognitive apprenticeship environment relies
as it emphasizes the active role of learners in on the master bringing thinking to the surface. This is
constructing their own understanding through a mutual process, where the teacher makes their
accommodation and assimilation. thinking visible and sets the expectations for the
learner to do the same. This allows learners to observe,
Accommodation allows the learners to develop or act, and practice skills with assistance from teachers
modify what they already know. It enables them to and their peers. In addition, teachers need to align
deal with the problem, experimenting and finding a classroom learning with real-world context so learners
solution through feedback and reinforcement. develop their knowledge in the context of professional
practice (Collins et al., 2022).
Assimilation allows the learner to expands his/her pre-
existing knowledge and understanding allowing the Overall, these theories support the idea that learning
learner to actively construct and incorporate new through reciprocal peer tutoring can be an effective
information through out the process of reciprocal peer approach, as it allows learners to learn from and with
tutoring. each other in a supportive and collaborative
environment.
Additionally, the concept of cognitive apprenticeship,
as introduced by Brown, Collins, and Newman,
highlights the importance of learning through social
and cultural contexts, and through the guidance of
more knowledgeable peers or experts. • Paradigm of the Study

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 483

 © JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

The paradigm of the study shows the relationship of This chapter presents the research design, locale and
the input, process and output variables as indicated by population, data gathering instrument, data gathering
the arrows relating one box to the other on Figure 1. procedure, statistical treatment of data, and ethical
considerations.
The input encompasses efficacy of reciprocal peer
tutoring in understanding probability. • Research Design
The study employed a quasi-experimental design to
The process describes the Descriptive Research examine how learners’ performance in Probability will
Design, Quasi-Experimental Research, Conduct of be affected by a technique of reciprocal peer tutoring.
Pretest and Post-test, Statistical Treatment of Data, Quasi-experimental research is similar to experimental
and Analysis and Interpretation of Data. The output research in that there is manipulation of an
are the mathematics activities and interventions to independent variable. It differs from experimental
enhance the learners understanding in probability. research because either there is no control group, no
random selection, no random assignment, and/or no
• Statement of the Problem active manipulation (Abraham & MacDonald 2011).
This study focused on the use of reciprocal peer
tutoring at Genext School of Leaders Foundation, Inc. Quasi-experimental designs identify a comparison
during the school year 2023-2024. group that is as similar as possible to the treatment
group in terms of baseline (pre-intervention)
Specifically, it sought to answer the following characteristics. The comparison group captures what
questions: would have been the outcomes if the
1. What is the score of the learners in probability programme/policy had not been implemented (i.e., the
before the use of reciprocal peer tutoring? counterfactual). Hence, the programme or policy can
2. What is the score of the learners in probability after be said to have caused any difference in outcomes
the use of reciprocal peer tutoring? between the treatment and comparison groups (White
3. Is there a significant difference in the gain in the et al. 2014).
scores of the learners in probability before and
after the use of reciprocal peer tutoring? Quasi-experimental methods can be used
retrospectively, after the intervention has taken place.
• Assumptions and Hypothesis This is always the case for ex-post impact evaluation
The main aim of this research is to determine the designs like pre-post evaluation.
efficacy of reciprocal peer tutoring in understanding
probability among Grade 5 learners of Genext School This pretest-post-test design is for one group only. As
of Leaders Foundation. a result, it assessed the impact of the Reciprocal Peer
Tutoring Strategy on the probability performance of
To this purpose, assumptions were formulated: Genext School of Leaders, Inc. Grade 5 learners. The
1. The score of the learners in probability before the use of a pretest-post-test design allowed the researcher
use of reciprocal peer tutoring is fair. to measure changes in the outcome variable
2. The score of the learners in probability after the use (probability performance) over time, which can
of reciprocal peer tutoring is very satisfactory. provide some indication of whether the intervention
3. There is no significant difference in the gain in the had an impact. It is important to note that the study
scores of the learners in probability before and only examined the efficacy of Reciprocal Peer
after the use of reciprocal peer tutoring. Tutoring Strategy on probability performance in a
specific context and in one group. The findings may
not generalize to other populations or settings.

Additionally, without a control group, it is difficult to

II. METHODOLOGY rule out other factors that may have contributed to
changes in math performance. The pre-test was

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 484

 © JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

administered first, then the researcher employed a Leaders Foundation, Inc. for the researcher to conduct
traditional method of teaching and an intervention of the study. A consent letter was also given to parents,
Reciprocal Peer Tutoring followed. The high allowing their child to participate in the conduct of the
performing learners were paired to low performing study.
learners for 5 sessions. Lastly, an informal observation
was conducted to see the effectiveness of Reciprocal The researcher personally administered the tests to the
Peer tutoring. respondents after seeking permission and consent to
conduct the study from the school, parents and the
• Locale and Population of the Study learners.
The study was conducted at Genext School of Leaders
Foundation Inc. at Loakan, Baguio City during the A brief introduction on reciprocal peer tutoring was
school year 2023-2024. A total enumeration of conducted to give emphasis on the significance of
nineteen (19) Grade 5 learners were selected as the cooperative learning. Learners were also informed
subjects of the study. about an ongoing research being conducted on the
effectiveness of reciprocal peer tutoring.
• Data Gathering Instruments
The constructed data gathering instrument was Reciprocal Peer Tutoring was not introduced prior to
deemed reliable and valid because they were taken the pretest examination. It was only introduced to the
from the Mathematics 5 learning materials of the group after the administration of the pretest and
Department of Education - Division of Baguio for the traditional learning so that the effect of reciprocal peer
evaluation of the learners’ performance in the specific tutoring will only be measured in the post-test.
learning competencies in probability.
The study involved five sessions of reciprocal peer
• Reliability and Validity of the Questionnaire tutoring focused on Probability and learners were
Reliability refers to the degree to which a test is paired according to their scores in the pre-test. High
consistent and stable in measuring what it is intended performing learners were paired to low performing
to measure. Considering that the questionnaire learners to guide and support them throughout each
intended to gather data for this study was adopted from session. During these sessions, the researcher
the Department of Education - Baguio, the instrument presented examples related to probability and printed
was deemed consistent within itself. Hence, the worksheets were distributed as the starting activity of
researcher did not do a dry run for the items in the the learners. With these worksheets, learners take turns
questionnaire. as tutor and tutee, providing examples and
assessments based on the discussion. The researcher
The validity of the instrument was likewise established during the study simply act as a facilitator during the
because the test was from the Department of conduct of the study.
Education which were validated and quality assured
before its release. • Statistical Treatment of Data
The data gathered in this study was subjected to the
• Data Gathering Procedure following statistical treatment:
The following steps was actualized by the researcher The dependent t-test formula according to Blay
in order to gather the needed data through a (2013):
standardized test that was administered to the
∑𝐷
respondents of this study. 𝑁
t comp =
2 (∑ 𝐷2 )
√∑ 𝐷 − 𝑁
The researcher requested permission from Dr. 𝑁(𝑁−1)

Genevieve B. Cupang, Dean of the Graduate School of

Baguio Central University for an endorsement Where:
requesting the School Head of Genext School of D = is the difference per paired value
N = is the number of samples

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 485

 © JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

The dependent sample t-test was used to compare the III. RESULTS AND DISCUSSION
sample means from two related groups. This means
that the scores for pre-post being compared come from This chapter presents the results and discussion of the
the same people. The purpose of this test is to data gathered from the respondents on reciprocal peer
determine if there is a gain in the scores of the learners. tutoring in understanding probability of the Grade 5
The performance of the learners was based on the learners in Genext School of Leaders Foundation, Inc.
numerical value of the level of performance adopted Table 1 presents the data gathered on the scores of the
from Department of Education Order no. 8 s. 2015. Grade 5 learners in understanding probability before
The scores of each pretest and post-test was computed the use of reciprocal peer tutoring.
and transmuted.
Out of 19 learners, three (3) or 15.79% of the learners
Score Descriptive Symbols got scores ranging from 17 to 20 which are described
Equivalent as outstanding. This implies that there are 3 learners
17 - 20 Outstanding O who have better understanding on probability. Five (5)
13 - 16 Very Satisfactory VS or 26.32% performed “Very Satisfactory” in
9 - 12 Satisfactory S probability. There are also four (4) or 21.05% of the
5-8 Fairly Satisfactory FS learners reached the scores ranging from 9 to 12
0-4 Did Not Meet DNME categorized as “Satisfactory”.
Expectations
Table 1
• Ethical Considerations Score of the Grade 5 Learners in Understanding
In addition to the importance of selecting an Probability Before the Use of Reciprocal Peer
appropriate research methodology is the importance of Tutoring
the ethical considerations around conducting the N=19
research. Fleming et. al, (2018) highlights some Descriptive
Learners Pretest Scores
ethical dilemmas commonly encountered as an Equivalent
‘insider researcher’, including the power differential Fairly
1 7
and ongoing relationships with participants. It is, Satisfactory
however, important to further consider the 2 9 Satisfactory
fundamentals of ethical research involving 3 10 Satisfactory
participants. The cornerstone of ethical research is Very
‘informed consent’ (Denzin & Lincoln, 2011). 4 15
Satisfactory
Fairly
The approval was gained before the commencement of 5 5
Satisfactory
data gathering from the learners. The researcher Very
informed the respondents on what will be asked of 6 14
Satisfactory
them, how the data will be used, and what (if any) Very
consequences there could be. The participants 7 13
Satisfactory
provided explicit, active, signed consent to taking part 8 9 Satisfactory
with the research, including understanding their rights Fairly
to access to their information and the right to withdraw 9 8
Satisfactory
at any point. Participants' personal information and Fairly
data gathered was kept anonymous and confidential. 10 5
Satisfactory
Their dignity and well-being was respected at all times
11 17 Outstanding
during the study. The researcher ensured that a
12 10 Satisfactory
professional code of conduct is adopted so that the
Very
safety of participants is at all times preserved and 13 16
Satisfactory
maintained.

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 486

 © JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

14 17 Outstanding acquired fundamental knowledge, skills, and

Fairly comprehension of probability.
15 7
Satisfactory
Very A satisfactory performance has a numerical value of
16 13
Satisfactory 80%-84% which is acceptable and reasonable for both
17 17 Outstanding learners and teacher considering they have not
Did Not Meet formally received instructions about their lesson. Also,
18 2 it is important that teachers should consider the
Expectation
Fairly learners’ differences, learning styles and capabilities.
19 5 Thus, a pretest is required for teachers to find a
Satisfactory
SUM 199 suitable teaching strategy which can be a response to
MEAN 10.47 Satisfactory problems faced by the learners.
Legend:
Score Interpretation Learners Percentage The pretest study was found to be an important step as
17 - Outstanding 3 15.79 it highlighted the learners’ background knowledge in
20 probability. These findings implied that some of the
13 - Very 5 26.32 grade 5 learners have already developed the
16 Satisfactory fundamental knowledge, skill and understanding and
9 - 12 Satisfactory 4 21.05 can transfer these understanding on probability
5-8 Fairly 6 31.58 through authentic performance. However, a teachers’
Satisfactory guidance is needed to help the low performing learners
0-4 Did Not Meet 1 5.26 to gauge their understanding.
Expectations
Total 19 100 A pretest is an important process conducted prior to
the actual data collection. It provides researchers a
There are also six (6) or 31.58% of the learners who valuable opportunity to assess and improve their study
obtained a fairly satisfactory scores ranging from 5-8 before proceeding with the actual data collection
and one (1) or 5.26 of the learners did not meet the (Hashim et al., 2022).
expected scores in probability.
This pretest outcome is analogous to the result of the
It can be noted that three (3) learners scored 17-20. It study of Pan & Sana (2021) that lower scores on the
shows that the highest score obtained is 17 and the pretests is expected wherein the learners’ performance
lowest score obtained is 2 out of 20 items. This can be before the teaching strategy was deemed similar, and
alarming since 2 is lower than half of 20. It follows the variation was not present.
also that half of the learners scored even lower than
10 which implies that these learners still struggle with It is evident that some learners randomly guesses
their understanding on concepts and skills on based on the number of erroneous response in the
probability. This also suggest the need of teachers and pretest. That pattern confirms low prior knowledge of
peers to assist them throughout an activity because the lesson and is consistent with the majority of the
they may have not acquired or developed adequately low pretesting researches (Onah, K, 2022; Abdulkarim
to aid their understanding. et al., 2022).
Notably, pretests are done prior to the lesson which
Overall, the table shows the learners’ total scores of activates cue related knowledge and many learning
199 points, and mean score of 10.47 showed that their scientists do not currently rate pretesting as
understanding in probability before the use of comparable to post testing in applicability or
reciprocal peer tutoring was satisfactory. A effectiveness.
satisfactory performance suggests that learners have
Thus, the first assumption of the study which states
that the scores of the learners in probability before the

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 487

 © JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

use of reciprocal peer tutoring is fair, is negated 13 – Very 5 26.32

because the obtained mean score falls under 16 Satisfactory
satisfactory performance. 9 – 12 Satisfactory 0 0
5–8 Fairly 0 0
Satisfactory
Table 2 presents the data gathered on the scores of the 0–4 Did Not Meet 0 0
Grade 5 learners in understanding probability after the Expectations
use of reciprocal peer tutoring. It shows the learners’ Total 19 100
post-test scores in probability after the reciprocal peer
tutoring strategy was employed. The table shows that
the highest score obtained was 20 and the lowest score As presented in table 2, out of 19 learners, 14 or
was 14 out of 20 items. 73.68% of the learners got scores ranging from 17 to
20, which was described as “Outstanding”. An
Table 2 outstanding performance has a grade equivalent of
Score of the Grade 5 Learners in Understanding 90%-100%, which means the learners exceeded the
Probability After the Use of Reciprocal Peer Tutoring core requirements in terms of knowledge, skills and
N=19 core understanding and can transfer automatically and
Post-test Descriptive flexibly through authentic performance tasks.
Learners
Scores Equivalent
Very This also implied that almost all of the learners have
1 16
Satisfactory improved and performed better in probability. These
Very learners can also teach their peers the lesson without
2 16 an assistance from the teachers and peers. One of the
Satisfactory
3 17 Outstanding reasons can be because of collaborative learning which
4 19 Outstanding generates higher level of reasoning and creates more
5 14 Satisfactory perspectives than learning individually.
6 18 Outstanding
7 19 Outstanding On the other hand, there are only five (5) or 26.32% of
the learners who got score ranging from 13 to 16. This
Very
8 15 means that a few number of learners have a very
Satisfactory
satisfactory scores in probability. Furthermore, this
9 17 Outstanding
also implies that these learners have a good
Very
10 16 understanding of the concept of probability. This
Satisfactory
implies that they have developed the fundamental
11 20 Outstanding
knowledge, skill and core understanding and they can
12 19 Outstanding
transfer them independently through authentic
13 18 Outstanding
performance tasks.
14 20 Outstanding
15 20 Outstanding The learners garnered a total scores of 335 points, and
16 20 Outstanding a mean score of 17.63 showed that their understanding
17 20 Outstanding in probability after the use of reciprocal peer tutoring
Very was outstanding. This meant that the use of reciprocal
18 14
Satisfactory peer tutoring has significantly contributed to the
19 17 Outstanding increase of the learners’ score in the post-test.
SUM 335
MEAN 17.63 Outstanding The post-test result implies that the reciprocal peer
Legend: tutoring has a significant impact in increasing the
Score Interpretation Learners Percentage performance level of the learners. It effectively helped
17 – Outstanding 14 73.68 learners gain and master the knowledge, skills and
20
core understanding expected of the lesson. The

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 488

 © JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

significantly higher scores on the post-tests implies V

1 7 FS 16 9
that substantial learning occurred during the reciprocal S
peer tutoring. V
2 9 S 16 7
S
3 10 S 17 O 7
The effectiveness of reciprocal peer tutoring was
4 15 VS 19 O 4
demonstrated through significant improvement in their
5 5 FS 14 S 9
scores. This finding aligned with prior studies by
6 14 VS 18 O 4
Anidi et al. (2023), Abdulkarim et al. (2022), and
7 13 VS 19 O 6
Anidi et al. (2022), affirming documented benefits V
such as academic skill acquisition, enhanced peer 8 9 S 15 6
S
relations, and improved classroom behavior. 9 8 FS 17 O 9
Implementation of reciprocal peer tutoring has shown V
10 5 FS 16 11
increased knowledge transfer such as communication S
competence (Svellingen, et. Al., 2021), and showed 11 17 O 20 O 3
positive increase in attitude (Onak, K., 2023) which 12 10 S 19 O 9
are important factors in achieving significant success 13 16 VS 18 O 2
in this strategy. 14 17 O 20 O 3
15 7 FS 20 O 13
Therefore, the second assumption of the study which 16 13 VS 20 O 7
17 17 O 20 O 3
states that, the scores of the learners in probability after
D
the use of reciprocal peer tutoring is very satisfactory,
N V
is negated because the obtained mean score confirmed 18 2 14 12
M S
the learners scores to be outstanding after the use of E
reciprocal peer tutoring. 19 5 FS 17 O 12
SU
199 335 136
Table 3 shows the compared variables with their M
corresponding score gains. The mean score of pretest ME
10.47 S 17.63 0
and post-test results are 10.47 and 17.63. It can be AN
tcomp = 9.179 Result:
noticed that the post-test mean score is greater than
Significant Difference
that of the post-test mean score.
t0.05, 18df = 1.734
Decision: Reject Hypothesis
The computed t-value between the pretest and post-
test scores is 9.179. Since 9.179 is higher than the t-
This further implies that the said strategy is effective
tabular value of 1.734 at 0.05 level of significance with
on increasing learners’ performance in probability.
18 degree of freedom, then there is an enough evidence
This result agrees with some research findings
to support the claim that there is a significant gain in
conducted in studying the effectiveness of reciprocal
the scores of the learners in probability before and
peer tutoring strategy on learners’ performance and its
after the use of reciprocal peer tutoring strategy.
adoption in the classroom setting. For example,
Abdulkarim, et al. (2022), have found out that
reciprocal peer tutoring strategy is effective in
Table 3
increasing learners’ performance on rational algebraic
Significant Difference in the Gain in the Scores of the
expressions.
Learners in Probability Before and After the Use of
Reciprocal Peer Tutoring
Moreover, Anidi, et al. (2023) found that the
N=19
effectiveness of reciprocal peer tutoring was
Befor
Lea After demonstrated through significant improvement in the
e D D
rner (Post- D reading achievement of learners taught with it.
(Prete E E
s test) Furthermore, reciprocal peer tutoring used as a unitary
st)

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 489

 © JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

classroom pedagogy helped all learners and Lastly, curriculum developers and school
deferentially less able and female secondary school administrator may consider reciprocal peer tutoring in
learners to enhance their physics achievement to some crafting an effective competency-based academic
extent without negatively impacting their learning programs.
(Alemu, 2020). Additionally, Onah, K. (2022) found
that the use of reciprocal peer tutoring is effective in CONCLUSION
increasing Physics learners’ attitude and scores.
Based on the findings of the study, the conclusions
The significant difference in the learners’ scores is drawn are the following:
attributed to the effectiveness of the reciprocal peer 1. The grade 5 learners have a background
tutoring. Reciprocal peer tutoring allows active knowledge, skills and understanding in probability
participation among learners, enabling each to learns before the use of reciprocal peer tutoring.
from their peers. More importantly, learners develop 2. The use of reciprocal peer tutoring has helped the
their social skills through collaboration and learners gain the needed knowledge, skills and
communication in mathematics. Furthermore, the understanding probability. This is due to
designed activities in this strategy stimulate critical collaborative learning which generates higher level
thinking and creativity leading to an increase in the of reasoning and creates more perspectives than
learners’ performance in mathematics. learning individually.
3. The use of reciprocal peer tutoring has
Therefore, the hypothesis of the study which states that significantly increased the scores of the grade 5
there is no significant difference in the gain in the learners in probability. This shows that reciprocal
scores of the learners in probability before and after peer tutoring is an effective strategy in increasing
the use of reciprocal peer tutoring is rejected as proven learners’ performance on probability.
by the computed t-value of 9.179 compared to the
tabular t-value of 1.734 which showed a significant RECOMMENDATION
difference on the learners’ gain in the scores.
The recommendations are the following:
Overall, Reciprocal Peer Tutoring has the potential to 1. The learners are encouraged to join regular
enhance learning through encouraging active assessments to identify their level of performance.
engagement, collaborative learning, and deeper Teachers are also urged to provide opportunities
comprehension of concepts. Learners often benefit for learners to reflect on their performance through
from explaining concepts to their peers, reinforcing varied teaching strategies for the mastery and
their own understanding, developing communication improved performance.
and articulation skills through explaining and 2. The teachers and learners are recommended to
discussing concepts which can boost learners’ continue utilizing reciprocal peer tutoring as it has
motivation and engagement in learning. It fosters proven effective in enhancing their acquisition of
collaboration, empathy, and a supportive learning knowledge, skills, and understanding of
environment among students. probability. Teachers are urged to utilize their top-
performing learners to assist peers during lessons.
Additionally, reciprocal peer tutoring can be However, teachers’ supervision is essential to
implemented across various subjects and lessons. optimize the outcomes of this peer-teaching
Educators can use this as an strategy to help learners approach.
develop their self-confidence, establish their self- 3. Teachers may enhance learners’ motivation during
efficacy, and support them in their skill inadequacies. the process by providing rewards for satisfactory
However, it also requires thoughtful planning, support, performances. Educators may also organize
and monitoring to maximize its benefits and address seminars, training sessions and workshops for
potential challenges effectively. learners in tutoring procedures.
4. For future researchers to further examine how
reciprocal peer tutoring works as an instructional

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 490

 © JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

technique. They may come up with model, proportions.

instruments or tools in using reciprocal peer https://doi.org/10.52041/serj.v19i3.55
tutoring. [8] Batilantes, S. P. (2021). unleash the untaught
learning competencies through online, shareable,
REFERENCES and offline video lectures in the philippines. The
universal Academic Journal. 5(1).27-38
[1] Abdulkarim, M., Maon, D.B., Quiray, R., Abdul
[9] Blay, B. E. (2013). Elementary Statistics. Anvil
Latip, F. (2022). The effect of reciprocal peer
Publishing, Inc.
tutoring stategy to students’ mathematics
performance. [10] Choudhary, R. (2020). Top 10 Importance of
https://doi.org/10.47175/rielsj.v3i1.403 Mathematics in Everyday Life. Statanalytica.
https://statanalytica.com/blog/importance-of-
[2] Abraham, I. & MacDonald, K. (2011).
mathematics/
Encyclopedia of Nursing Research: Quasi-
Experimental Research Springer Publishing [11] Collins, A., & Kapur, M. (2022). Cognitive
Companyy.https://search.credoreference.com/art Apprenticeship. The Cambridge Handbook of
cles/Qm9va0FydGljbGU6NDY3NzkOMw-- the Learning Sciences, 109–127.
?aid-279776 https://doi.org/10.1017/cbo9781139519526.008

[3] Akpan, V. I., Igwe, U. A., Mpamah, I. B. I., & [12] Denzin, N. K., & Lincoln, Y. S. (2011). The
Okoro, C. O. (2020). Social Constructivism: SAGE Handbook of Qualitative Research.
Implications On Teaching and Learning. British Thousand Oaks, CA Sage. - References -
Journal of Education, 8(8), 49–56. Scientific Research Publishing. (n.d.).
https://www.eajournals.org/wp- Www.scirp.org.
content/uploads/Social-Constructivism.pdf https://www.scirp.org/reference/referencespaper
s?referenceid=1854377
[4] Alegre, F., Moliner, L., Maroto, A., & Lorenzo-
Valentin, G. (2020). Academic Achievement and [13] Dew, T., Swanto, S., Pang, V. (2021) The
Peer Tutoring in Mathematics: A Comparison effectiveness of reciprocal teaching as reading
Between Primary and Secondary comprehension intervention: A systematic
Education. SAGE Open, 10(2), review.
215824402092929. https://dx.doi.org/10.24200/jonus.vol6iss2pp156
https://doi.org/10.1177/2158244020929295 -184

[5] Anidi, C. A., Obumneke-Okeke, I. M., Nwune, [14] Division Memorandum No. 139, S. 2024-
E. C., & Okwuduba, E. N. (2022). Effect Of Release of the National Achievement Test
Cooperative Learning on Primary School Pupils’ (NAT) and Early Language, Literacy, Numeracy
Reading Achievement in Awka Assessment (ELLNA) Results (School Year
Metropolis:10.24250/jpe/1/2022/caa/ioo/ecn/en 2022-2023) DepEd Baguio City. (n.d.).
o. Journal plus Education, 30(1), 67–78. https://depedpines.com/2024/03/division-
https://uav.ro/jour/index.php/jpe/article/view/17 memorandum-no-139-s-2024-release-of-the-
12 national-achievement-test-nat-and-early-
language-literacy-numeracy-assessment-ellna-
[6] Anidi, C. A., Obidike, N.D., Anyachebelu, F.E.
results-school-year-2022-2023/
(2023). Effect of reciprocal peer tutoring on
primary school pupils reading comprehension [15] Dumale, C., & G. Gurat, M. (2023). Grade 12
achievement in Awka South Local Government learners’ Retention in Statistics and Probability
are of Anambra. https://ajemates.org amidst Covid-19. American Journal of
Educational Research, 11(10), 670–676.
[7] Batanero, C., Begue, N. Borovenik, M., Gea, M.
https://doi.org/10.12691/education-11-10-6
(2020). Ways in which high-school studentss
understand the sampling distribution for [16] Elder, A. (2023). Library Guides: Research
Methodologies Guide: Quasi-Experimental
Design. Instr.iastate.libguides.com.

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 491

 © JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

https://instr.iastate.libguides.com/researchmetho [25] MATATAG Curriculum | Department of

ds/quasiexperimental Education. (2024). Deped.gov.ph.
[17] Fleming, J. & Zegwaard, K. (2018) https://www.deped.gov.ph/matatag-curriculum/
Methodologies, methods and ethical [26] Nickerson, C. (2021). Accommodation and
considerations for conducting research in work- assimilation in psychology - simply psychology.
integrated learning. International Journal of Www.simplypsychology.org.
Work-Integrated Learning, Special Issue, 2018, https://www.simplypsychology.org/what-is-
19(3), 205-213 accommodation-and-assimilation.html
[18] Gamit, A. M. (2022). Cognitive Skills in Basic [27] Onah, Kingsley (2022). Effect of reciprocal peer
Mathematics of College Freshmen in the tutoring approach on attitude of secondary school
Philippines. Journal of Applied Mathematics and students’ physics in Enugu Education zone.
Physics, 10(12), 3616–3628. https://orcid.org/0000-00003-4075-8580
https://doi.org/10.4236/jamp.2022.1012240 [28] Pan, S. & Sana, F. (2021). Pretesting vs.
[19] Gazula, S., McKenna, L. Cooper, S., Paliadis P. Posttesting: Errorful generation, prequestions,
(2017). A systematic review of reciprocal peer and retrieval practice.
tutoring within tertiary health profession https://doi.org.10.31234/osf.io/un87v
educational programs. [29] Pentang, J., Ibañez, E., Subia, G., Domingo, J.,
https://doi.org/10.1016.12.001 Gamit, A., & Pascual, L. (2021). Problem-
[20] Grade 5 Mathematics Module: Describing Solving Performance and Skills of Prospective
Experimental Probability DepEd Tambayan. Elementary Teachers in Northern
(2022, May 24). Depedtambayan.net. Philippines. 48(1).
https://depedtambayan.net/grade-5- https://philpapers.org/archive/PENPPA-5.pdf
mathematics-module-describing-experimental- [30] Philippines. (2019). TIMSS and PIRLS Home.
probability/ https://timssandpirls.bc.edu/timss2019/encyclop
[21] Grade 5 Mathematics Module: Performing an edia/pdf/Philippines.pdf/
Experimental Probability and Records Result by [31] PISA 2022 Results Factsheets Philippines
Listing DepEd Tambayan. (2022, May 24). PUBE. (2023).
Depedtambayan.net. https://www.oecd.org/publication/pisa-2022
https://depedtambayan.net/grade-5- results/webbooks/dynamic/pisa-country
mathematics-module-performing-an- notes/a0882a2d/pdf/philippines.pdf
experimental-probability-and-records-result-by-
[32] Republic of the Philippines Department of
listing/
Education MATATAG CURRICULUM
[22] Hashim, S., Mohamad, S. F., Lim, S., Ahmat H. MATHEMATICS GRADES 1, 4 and 7. (n.d.).
(2022). Pretesting Survey Questionnaire: A https://www.deped.gov.ph/wp-
guide on Dissemination. content/uploads/MATATAG-Mathematics-CG-
http://dx.doi.org/10.6007/IJAREMS/v11- Grades1-4-and-7.pdf
i3/15228
[33] Sharma, S., Sharma, S., Doyle, P., Marcelo, L.,
[23] Hott, B., & Walker, J. (2012). Peer Tutoring. & Kumar, D. (2021). Teaching and learning
https://council-for-learning-disabilities.org/wp- probability using games: A systematic review of
content/uploads/2013/11/Peer-Tutoring.pdf research from 2010–2020. Waikato Journal of
[24] Lodej, M., Lodej, S. (2023). Addressing social- Education, 26(2),51–64.
emotional learning needs in polish tertiary https://doi.org/10.15663/wje.v26i2.881
education: A case study of reciprocal peer [34] Sulfiah, S. K., Cholily, Y. M., & Subaidi, A.
tutoring in remote and blended learning (2021). Professional competency: Pre-service
environments. mathematics teachers’ understanding toward
https://doi.org/10.18290/rh237110sp-4 probability concept. JRAMathEdu (Journal of
Research and Advances in Mathematics

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 492

 © JUL 2024 | IRE Journals | Volume 8 Issue 1 | ISSN: 2456-8880

Education), 6(3), 206–220.

https://doi.org/10.23917/jramathedu.v6i3.13779
[35] Suryani, F. B., & Mashuri, M. (2023). learners’
Mathematical Representation Ability in
Cooperative Learning Type of Reciprocal Peer
Tutoring from Learning Style. Unnes Journal of
Mathematics Education, 12(1), 13–22.
https://doi.org/10.15294/ujme.v12i1.67545
[36] Svellingen, A., Rossland, A. Roykenes, K.
(2021). Reciprocal peer tutoring in simulation-
based learning.
https://doi.org/1016/j.ecns.2021.01.008
[37] Topping, K. J. (2018). Using Peer Assessment to
Inspire Reflection and Learning.
https://doi.org/10.4324/9781351256889
[38] White, H., & Sabarwal, S. (2014). Quasi-
Experimental Design and
Methods.https://www.unicefirc.org/KM/IE/img/
downloads/Quasi-
Experimental_Design_and_Methods_ENG.pdf

IRE 1706097 ICONIC RESEARCH AND ENGINEERING JOURNALS 493