1

Chapter 1
The Problem

I: Introduction:
A. Background of the Study
The learners are the core element in the whole learning process.
Learners

are

rationale

and

social

beings

whose

growth

and

development are uniquely different from each other.

Thus in a learning centered instruction, it is paramount important
to identify and examine how to meet each learners learning needs,
and for them to adopt a classroom pedagogy or sets of instructional
strategies that will facilitate and bring the learners to their full human
potentials. (Dr. Carlo Domingo C. Casinto, 2009).
As we observed in the present, there are many students could
not comply in the active learning process together with the well
performers in the learning environment, particularly in the classroom.
According to

Maryellen Weimer, who conducted survey about

students participation, students said they could not accompanied and

didnt participate in the class for these reasons: ideas are not well
formulated enough (38 percent); dont know enough about the subject
(38 percent); fearing will look unintelligent

to other students (24 percent); havent done the reading (21 percent),
fearing
will look unintelligent to the instructor (16 percent), and because the
class is large (13.6 percent), along with a few others.
These reasons will probably affect the performance of the
students because of lack of determination in expanding their skills, self
confidence and expanding adequate knowledge in sharing what they
know in the lesson.
Therefore, in order to overcome this problem the expert learners
should think such possible solutions to overcome these difficulties in
the class, like empowering peer tutoring.
Peer tutoring is a process of helping students who require
additional assistance in academic subjects.
This study is conducted to see the result of peer tutoring in the
performance of teacher education students of Pangasinan State
University which could also help us to know the eligibility of the
students in empowering active learning.

Statement of the Problem:

This study is conducted to see the result of peer tutoring to BEEd
Students (Bachelor of Elementary Education). Specifically, this study
will answer the following questions:
1. What is the profile of BEEd students in terms of the following
personal demographic characteristics?
a. Age
b. Sex
c. Honor received

Elementary
Secondary

2. What are the characteristics should possess by the students in

conducting peer tutoring in terms of:
a. Cognitive Skills
b. Personality

Significance of the Study

This conducted study will see the result of peer tutoring to BEEd
students of PSU-Urdaneta campus inside and outside of the classroom
setting. The outcome of this research will help the Professors and
Instructors of Teacher Education Department to determine how
productive their students in influencing their classmates by showing
their eligibility in imparting of knowledge to one another.
On the other hand, this will also help all learners to determine
the effectiveness of this technique in improving the performance of
their classmates, particularly the passive learners.
And finally, it is also help us, as researchers, to know the
effectiveness of peer tutoring in learning process of all BEEd students
in the department.

Scope and Delimitation

This

conducted

study

focuses

under

Teacher

Education

Department of PSU-Urdaneta Campus, particularly BEEd students. Is it

composed of 144 respondents coming from different levels which are
divided by 48 selected students per level. Moreover, the designed
distributed questionnaire composed of 18 items which will evaluate the
skills of these students when they are dealing

with peer tutoring activity namely: cognitive skill, and pleasing

personality.

Definition of Terms
These are the following terms which will help us to further
understand what does these word mean.
Peer this is the group of people who have the same age or crossage, have the same personality, capability and attitude.
Performance- this study, the word performance defined the
accomplishment of a given task measured against present known
standards of accuracy, completeness, cost, and speed.
Peer Tutoring- This study defined the word peer tutoring as
commonly employed

by the teacher requests the older, brighter,

and more cooperative member of the class to tutor ( coach, teach, and
instruct) other classmates.

Tutee- this study, the word tutee defined as the learners who are
seeking simplification ,exemplification, clarification, and specific
ideas coming from there peer.

Tutor- This study, the word tutor defined as the knowledgeable

student who can impart more knowledge to his/her peer.
Chapter 2
Review of Related Literature

A brief discussion of this chapter will explain clearly what does

this conducted study is all about. Secondly, it will stand as a reference
which will support the study based on the authorities.
Related Literature
Peer Tutoring
Learning in a peer tutoring setting can be considered as a specific type
of collaborative learning (Griffin & Griffin, 1997; Topping, 1996).
Participants are assumed to negotiate meaning on a regular basis
either in small groups or in fixed pairs. Moreover, one peer clearly
takes a supportive role as peer tutor. In the research literature on peer
tutoring, numerous benefits are discussed for both student tutors and
tutees (Millis & Cottell, 1998). In her book outlining research on peer
tutoring in higher education, Falchikov (2001) has summarized multiple
benefits to the undergraduate tutors in particular. Generic skills
development, reinforced subject knowledge, and personal satisfaction
were reported. Tutees also appear to profit in various ways, especially
due to the interventions of their tutor. Nath and Ross (2001), for

example, reported (meta) cognitive advantages of just-in-time or

rather immediate corrective feedback

provided by a human facilitators of the students argumentations

during peer
assisted collaboration. Additionally, Vincent and Ley (1999) mentioned
that many tutors function as (cognitive) role models for their tutees,
implying that peer tutors can effectively model study skills, , such as
concentrating on the material, organizing work habits, and asking
questions. As for Parr and Townsend (2002), the interplay between
peer influences and learning is largely related to the cognitive benefits
of informal talk, often unrecognized by teachers or staff tutors.

Few studies, however, specifically focus on the quality or nature

of the helping task and role of a peer tutor while tutoring. Except for
the research of McLuckie and Topping (2004) discussing transferable
skills for online peer learning, this particular issue of tutor support
remains underexposed in the peer tutoring literature. Most peer
tutoring studies are effect studies, conducted within a face-to-face
context (Carroll, 1996; Duran & Monereo, 2005; Topping, 1996; Webb,
1992). In this respect, the present study intends to broaden the

4preceding

research

and

combines

two

aspects

needing

extra

attention. More specifically, we explore the quality of peer tutor

support within an online peer tutoring context.

Theoretical framework
Peer tutoring has been conceptualized as a form of collaborative
learning (Griffin & Griffin, 1997) in which people from similar social
groupings who are not professional teachers help each other to learn,
and learn themselves by teaching (Topping, 1996, p. 322). Recently,
Duran and Monereo (2005) indicated collaboration as being the central
core of peer

tutoring explaining

both

inter- and intrapersonal

advantages. In the literature, researchers investigating collaborative

learning in general and peer support in particular frequently refer to
theoretical frameworks building on Vygotskys social-constructivist
theory.
Vygotskys theory emphasizes that, at any given age, full
cognitive development requires social interaction in terms of problem
solving under adult assistance or in collaboration with more capable
peers (Falchikov, 2001). More specifically, Vygotsky (1978) highlights

knowledge to be interpersonal before it becomes intrapersonal. In

order to foster interpersonal knowledge construction, social interaction
is crucial. Consequently, the presence of peer collaboration and
intensive and task-oriented social interaction can be regarded as an
important benefit of collaborative learning in general and of peer
tutoring in particular. Further, Vygotskys theory about the zone of
proximal development (ZPD) appears to be connected with the
effectiveness of collaboration among peers. The ZPD is the distance
between the actual developmental level as determined

by independent problem solving and the level of potential

development as determined through problem solving under adult
guidance or in collaboration with more capable peers (Jaramillo, 1996,
p. 139). The ZPD pertains to peer tutoring since this type of
collaborative learning is characterized by specific role taking, where
one partner is clearly taking a direct pedagogical role (McLuckie &
Topping, 2004). More specifically, a more capable, knowledgeable, and
experienced peer with a supportive role is called the tutor, while less
experienced students receiving help from a tutor are called tutees
(Topping, 1996, 1998). In this respect, the tutor is considered to adopt
the role of facilitator, converting the collaboration into learning

10

opportunities. Within the scope of this study, the fixed supportive role
of peer tutors is the central point.
Evolution in tutor support
Related to the social-constructivist idea of knowledge being
interpersonal before becoming intrapersonal (Vygotsky, 1978), peer
tutors supportive contributions should evolve over time implying a
gradual transition from tutor-centered activities to student-centered
learning activities. This gradual transition is interesting to explore since
it appears to be intertwined with helping processes to make sure that
all members in the learning group benefit from the zone of proximal
development (Pata, Sarapuu, & Archee, 2005).
Literature concerning teachers tutoring roles in problem-based
learning

environments

(Moust

&

Schmidt,

1994)

has

extensively

discussed the evolution in tutor support over time. In order to

pronounce upon a development in tutoring behavior, research on
problem-based learning (PBL) frequently refers to the Cognitive
Apprenticeship paradigm (Brown, Collins, & Duguid, 1989), which
emphasizes the social base of knowledge construction and brings
students learning in relation to a dynamical enculturation process

11

wherein facilitators gradually fade out their prominent presence.

Therefore, facilitators presence can be interpreted as a human tool to
help students become independent learners. Building on social
constructivism, Cognitive Apprenticeship theory emphasized learning
through guided experience in order to help the learners acquire an
integrated set of cognitive and metacognitive skills through processes
of observation and supported practice (Collins, Brown, & Newman,
1989). Following the work of Moust and Schmidt (1994) exploring the
tutor roles in PBL, in the present study it is stressed that the assistance
of the tutor switches from model to coach when tutees become
more experienced and skillful in structuring the discourse within the
online discussion groups. More specifically, the tutor is expected to
start as a model when the contributions of the tutees are still
insufficient to support social construction of knowledge. At this stage
the tutor clearly exemplifies how the learning activities within the
discussion group can be facilitated, for example by summarizing the
dialogues, by concretizing theoretical concepts, by rephrasing, and by
pointing at discrepancies and similarities.

Alternatively, a tutor acting as coach does no longer model, but

elicits response and gives suggestions to improve the discourse while
students themselves take the lead in the discussion. The coach should
only intervene when there are misconceptions and failures in

12

understanding. Finally, a tutor in the role of consultant should

challenge students with tricks of the trade dependent on his
acquaintance with subject matter.
In addition to the Cognitive Apprenticeship paradigm, the
dynamic nature of peer tutor support during interaction can be related
to research building on Bruners (1986) scaffolding concept. As for
Pata, Sarapuu, and Lehtinen (2005), scaffolding means providing
assistance to students on an as-needed basis with fading out of
assistance as the competence increases. Mason (2000) indicates that
the core of the term scaffolding lies in fading out the structure in the
activities so that students come to internalize what teachers were
demonstrating. According to Mason (2000), the process of scaffolding
and fading tends to be a process of moving from explicit through
indirect prompts by the teacher to spontaneous use by the students.
Moreover, the purpose of fading is encouraging students to integrate
useful ways of thinking into their own functioning or inner monitor. In
the initial phase of the interaction, the facilitator mainly focuses on
explicit questions which gradually become more indirect prompts until
they disappear and become part of the inner system of the students
over time.

13

This process endorses the model-coach-consultant movement as

described by Moust and Schmidt (1994), and is also in line with
Bruners (1986) initial use of the term scaffolding to describe the
teacher doing for the student what the student could not currently do
for him or herself. Within a specific peer tutoring context, learners can
be assisted in building new knowledge structures with the help of more
advanced peers who model the desired learning strategy or task and
then gradually shifts responsibility to the students (Pressley, Hogan,
Wharton-McDonald, Mistretta, & Ettenberger, 1996).
SOCIAL- COGNITIVE THEORY
Social cognitive theory is a combination of behavioral and cognitive
perspectives into a personality that stresses the interaction of thinking
human with the social environment that provides learning experiences.
Social cognitive perspective is focused on both internal and external
factors that led to the idea of reciprocal determinism-the person, the
persons behavior, and the environment. For example, Harry (the
person) is late (his behavior) for his class in PE (environment). He
explains the reason for his tardiness, but to no avail because the time
for the final examination is over. He has to look for Miss Salinas, his PE
teacher to request for the special exam. Unfortunately, his teacher
took a leave of absence. She went to Iloilo for there is an emergency in
their family. In this

14

situation, Harry is affected by his behavior. His social environment

responds to his behavior. Here, we clearly see the interconnection
among the three different factors that affect and influence each other.
Person
Environment

BEHAVIOR

One of the major proponents of social- cognitive theory is Albert

Bandura. In his social cognitive theory (formerly called social learning
theory), Bandura claims that humans are cognitive beings who possess
active processing of information, and such activity plays a major role in
learning, behavior, and development. Likewise, he argued that humans
are capable making connections between their behavior and its
consequence then anticipate the consequences that are likely follow
after the performance of an action. It is the reason that Bandura
wanted his argument to be called social cognitive theory because he
emphasized that his theory was about the motivating and selfregulating role of cognition in human behavior (Bandura, 1986 as cited
by Sigelman &Rider, 2006). In Skinners theory, it is posited that
learning appears as a gradual process in which we must act in order to

15

learn. We emit responses that are shaped by consequences. On the

contrary, Bandura theorized that in social situations, we learn fast by
observing the behaviors of other people it means that with the
presence of models, we learn in a rapid manner. Modeling plays an
important role in learning. Modeling refers to the observation and
learning of new behaviors from others. By simply observing how others
perform the behavior, we are able to imitate what we have observed.
We seem to acquire new information through observation.
When

we

acquire

new

behavior,

cognitive(Crain,2005). Acquiring

learning

appears

to

be

a new behavior is a cognitive task

where we use our perception, attention, memory, language and others.

It means that our imitation is guided by cognitive cues and symbols to
facilitate

correct

performance.

Without

the

aid

of

cognition,

observation is a meaningless task.

SOCIAL CONSTRUCTIVISM
Lev Semeonovich Vygotsky was a Russian Jew and psychologist who
was born in 1896, the same year as Piaget. Since Piaget was primarily
concerned to explain the development of intelligence and reasoning in
humans from its biological roots, Vygotsky focused on the explanation
on how culture affects the course of ones development. For several
years, Vygotskys works were forbidden for political reasons in the
Soviet Union. He died of tuberculosis at the age of 38 before he could

16

fully develop his theory. However, hiss argument has received much
attention and interest.
For Vygotsky, cognition development is a social process. He maintained
that cognitive development is shaped by the sociocultural contexts in
which it occurs. Also, he argued that cognitive development grows
from our own interactions with the other members of our culture. Each
culture enables us to acquire tools of thought such as language.
Culture is transmitted from one generation to the next with the use of
languageboth oral and written. Moreover, he believed that complex
forms of thinking have their origins in social interactions (Duncan, 1995
as cited by Bee & Boyd, 2007). Further, Vygotsky proposed that
acquiring novel information is facilitated by an adultan older sibling,
more skilled trainer, or more knowledgeable individualwho is able to
model a new behavior. An older person who acts as a guide structures
all the encounters in the environment for better learning. This process
of learning is later termed as SCAFFOLDING by Jerome Bruner (Bee
and Boyd). As used Bruner, scaffolding describes the process of
learning a new behavior by which a more competent person (a teacher,
a parent, or a more skilled classmate) leads the child to a step-by-step
procedure in learning a new task. Succinctly, a mother might help her
child, Hannah, progress in constructing simple sentences. With her
assistance, Hannah may be able to do the task on her own. The
assistance is likened to a temporary scaffold that comes down when

17

construction is finished (Crain, 2005). Any support given is considered

scaffold. The term scaffolding was introduced by Bruner, Wood and
Ross in an attempt to operationalize teaching in the zone of proximal
development (Vialle, Lysaght, & Verenikina, citing Wells, 2005).
Such new learning as Vygotsky viewed could be best facilitated in the
zone of proximal development (ZPD). Vygotskys ZPD is an area where
a child cannot solve a problem alone, but may be able to successfully
solve it with appropriate assistance from an adult or skilled peer. The
concept of ZPD eventually leads to the concepts of scaffolding, which
is the support or guidance offered by the adult upon which the
students

buildscaffoldstheir

own

functional

skills

and

competencies, eventually to be incorporated into their individual

repertoire (Bentzen, 2005). In such case, a student maybe at the verge
of solving a problem, but may need cues, prompts, heuristic, or words
of encouragement from the teacher (Orange, 2000). The Zone of
Proximal Development refers to the range of tasks that are slightly
too difficult for a child to do alone but can be accomplished
successfully with some guidance from an adult or more experienced
child (Bee & Boyd, 2007). Vygotsky was so interested in the social
factors in childrens development.
COGNITIVISM

18

Cognitivism, as a perspective in education, has a premise that

humans

generate

knowledge

and

meaning

through

sequential

development of an individuals cognitive abilities, such as the mental

processes

of recognize, recall, analyze, reflect, apply, create,

understand, and evaluate. The Cognitivists (e.g Piaget; Bruner;

Vygotsky)

learning

process

is

adoptive

learning

of

techniques,

procedures, organization, and structure to develop internal cognitive

structure that strengthens synapses in the brain. The learner requires
assistance to develop prior knowledge and integrated new knowledge.
The purpose in the education is to develop conceptual knowledge,
techniques,

procedures,

and

algorithmic

problem

solving

using

Verbal/Linguistic and Logical/ Mathematical intelligences. The learner

requires scaffolding to develop schema and adopt knowledge from
both people and the environment. The educators role is pedagogical in
that the instructor must develop conceptual knowledge by managing
the content of learning activities. This theory relates to early stages of
learning where the learner solves well defined problems through a
series of stages.
CONTRUCTIVISM
Constructivism, a perspective in education, is based on experimental
learning trough real life experience to construct and conditionalize
knowledge, it is problem based, adaptive learning, that challenges

19

faulty schema, integrates new knowledge with existing knowledge, and

allows for creation of original work or innovate,ve procedures. The
types of learners are self-directed, creative, innovative, drawing upon
visual /spatial, musical/rhythmic, bodily kinesthetic, verbal/linguistic,
logical/mathematical, interpersonal, intrapersonal, and naturalistic
intelligences. The purpose in education is to become creative and
innovative through analysis, conceptualization, and synthesis of prior
experiences to create new knowledge. The educators role is to mentor
the learners during heuristic problem solving of ill defined problems
enabling quested learning .the learning goal is the highest order of
learning:

heuristic

problem

solving,

metacognitive

knowledge,

creativity, and originality that may modify existing knowledge and

allow, for creation of new knowledge. Exemplars of constructivist
theory may be found in the works of john Dewey, 1926, 1933/1998,
Maria Montessori ,1946,and David Kolb 1975,1984.
Constructivist

influences

Instructional

theory

by

encouraging

discovery, hands on, experiential, collaborative, project based, and

tasked based learning. Constructivist

epistemology

as branch of

philosophy of science ,offers an explanation of how according to

kliebard,

john

dewey

created

an

active

intellectual

learning

environment in laboratory school. Which existed between 1896 and

1904.the neuroscientist jame zull has argued that the sort of active
learning Dewey fostered is the way people naturally learn. Active

20

learning Conditionalize knowledge through experiential learning . Smith

writes that john dewey believed must provide for exploration
,thinking ,and reflection:and that interaction with the environment is
necessary for learning;also,that democracy should be upheld in the
educational process . dewey advocates the learning process of
experiential learning through real life experience to construct and
conditionalize knowledge ,which is consisted with the constructivist.
PROBLEM BASED LEARNING (PBL) Is a student centered pedagogy
in which students learn about a subject through the experience of
problem solving. Student learns both thinking strategies and domain
knowledge. The PBL format originated from the medical school of
thought and is now used in other school of thought too. The goals of
PBL are to help the students develop flexible knowledge, effective
problem solving skills, self-directed learning effective collaboration
skills and intrinsic motivation. problem based learning is a style of
active learning.
Working in groups, student identify what they already know, they need
to know, and how and where to access new information that may lead
to resolution of the problem. The role of the instructor (known as tutor
in PBL) is to facilitate learning by supporting, guiding and monitoring
the learning process. The tutor must build students, while also
stretching their understanding. PBL represents a paradigm shift from

21

traditional teaching and learning philosophy, which is more often

lecture based .the constructs for teaching PBL are very different from
traditional classroom /lecture teaching.
MOTIVATION OF THE LEARNING
Another crucial assumption regarding the nature of the learner
concern the level and source of motivation in learning. According to
Von Glasersfeld( 1989) sustaining motivation to learn is strongly
dependent on the learners confidence in his or her potential for
learning. These feelings of competence and belief in their potential to
solve new problems, are derived from firsthand experience of mastery
of problems in the past and are much more powerful than any external
acknowledgement and motivation (Prawat and Floven,1994).

CHAPTER 3 METHODOLODY
This part deals with the method of research used the subjects,
data sources, research design and procedure and treatment of data
utilized by the researcher in seeking answer to the question raised in
the study.
RESEARCH DESIGN

22

The descriptive survey method of research was utilized in this study.

This approach is appropriate wherever the objects of any class vary
among themselves and are interested in knowing the extent to which
the different conditions obtain among the students. The word survey
signifies the gathering of data regarding present conditions.
SUBJECT OF THE STUDY
The respondents of this study were composed of 144 students coming
from the first year to third year students of the Teacher Education
Department of PSU Urdaneta.
The respondents were initiated to help us by answering the
questionnaire just only to give the result of the study.
PROCEDURE
The researcher personally administered the survey questionnaire to
determine the peer tutoring activity of the BEED students, inside and
outside of the classroom. After having survey, the researchers failed all
gathered information based on the responses of the students, make
verbal interpretation and its rank according to its weight.

DATA GATHERING INSTRUMENT

23

The researchers created a questionnaire as an instrument in gathering

information about peer tutoring they practiced in the classroom setting
which they should be answer response by the BEED students.
The questionnaire was divided into 2 parts: the first part seeks the
personal demographic characteristics of each BEED students and
second part was composed of 18 questions which is divided into
cognitive skills and personality as indicators of the study.
This study used 5 likert scale where 5 signifies always , 4- signifies
often, 3- signifies sometimes, 2- signifies seldom and 1- signifies
never.
STATISTICAL TREATMENT
The data gathered in this study were subjected to statistical
description analysis.
In order to get the mean of every variable this study used the
percentage. The formula utilized is as follows:
P=f/Nx100
Where:
P= percentage
F=frequency
N=# of cases

24

100%=constant
To determine the verbal interpretation of the study, the weighted
average point is suited.
WAP shows the mean scale rating with its corresponding verbal
interpretation. WAP can be solving by the following formula.

WAP= f5(5)+f4(4) + f3(3) + f2(2) + f1(1)

N

WHERE:
F5= # of responses who answered always
F4= # of responses who answered often
F3= # of responses who answered sometimes
F2=# of responses who answered seldom
F1= # of responses who answered never
The mean describes the peer tutoring conducted by the BEED students
and its determine of using the scale below.

Mean Scale Rating

Verbal interpretation

25

4.2 5
3.40 4.1
2.60 3.39
1.80- 2.59
1.00-1.79

Apply all times, repeatedly

Apply many times, frequently
Not always apply
apply once
Never apply once

CHAPTER 4
This chapter presents the findings of the study, their analysis and
interpretation based of the result of the gathered information. The
tables will further help the readers and researchers to understand the
study.

I. Profile of the Teacher Education Students

26

The profile of teacher education students referred to this study

includes their sex, age, and honor received.
Table 1: shows the demographic profile of the teacher education
students with respect to their sex.
TABLE 1
Frequency and Percentage Distribution of Teacher Education
Students by Sex
SEX
Male
Female
TOTAL

FREQUENCY
22
122
144

PERCENTAGE
15.28%
84.72%
100%

The table 1 shows the frequency and percentage of teacher education

students according to sex. The table among 144 respondents 22 are
male which comprises of 15.28% and 122 are female which comprises
of 84.72%. This means that there are more females who contributed a
lot in this study than the male. And there were more females than male
in the teacher education course.
It was affirmed by west (2011) that women can inspire creativity
innovative thinking and those traits create an education system that is
transformational and effective at new teaching method. Thats why
there is more number of female enrollees for Teacher Education
Department.

27

TABLE 2
Frequency and Percentage Distribution of Teacher Education
Students by Age
AGE
16
17
18
19
20
21 & above
TOTAL

FREQUENCY
24
47
28
20
10
15
144

PERCENTAGE
16.67%
32.64%
19.44%
13.89%
6.94%
10.42%
100%

Table 2 shows the different ages of BEEd students with its

corresponding frequency and percentages. According to the gathered
data, there are 24 students who aged 16 which corresponded 16.67%,
as its percentage. For the age 17, there are 47 students. This age got
the highest percentage of 32.67%. Age 18, composed of 28 students
which corresponded with 19.44%. Age 19 composed of 20 students
with 13.89%, age 20 has 10 students corresponded with 6.94% and
lastly, 21 and above, which composed of 15 and corresponded with
10.24%. for the total of 100%.
(Packham, Cramphorn, &Miller,2001; Packham, Jones, Miller, &
Thomas, 2004;Rowntree, 2005) sites the benefits associated with peer
and cross age tutoring consist of the mastery of academic skills, the
development of social behaviors, and enrichment of peer relations and
interaction. These benefits are received by both tutor and tutee.

28

Studies have shown that peer interaction is very essential components

to a variety of important achievements such as:

Understanding of fairness
Self esteem
Propensities/ tendency toward sharing and kindness
Mastery of symbolic expression
Acquisition of role- taking and communication skills
Development of creative and critical thinking

Table 3
Frequency and Percentage Distribution of Teacher Education
Students by Honor Received ( Elementary)
Honor Received
Valedictorian
Salutatorian
Honorable Mention
With Honor
TOTAL

Frequency
15
12
33
4
64

Percentage
23.44%
18.75%
51.56%
6.25%
100%

This table shows the excellence of high achievers students

according to their honor received and percentage. The position of
Valedictorian composed of 15 students which corresponds to 23.44%,
Salutatorian have 12 students which have 18.75%, Honorable Mention
have 33 students which have 51.56% and With honor have 4 students
with 6.25% to total of 100%.

29

Collaborating with more capable learners may give advantages

to all students especially to those who are seeking assistance to
support their academic skills. Vygotskys theory emphasizes that full
cognitive development requires social interaction in terms of problem
solving under adult assistance or in collaboration with more capable
peers (Falchikov,2001). Moreover, Vygotskys theory about Zone of
Proximal Development (ZPD) appears to be connected with the
effectiveness of collaboration among peers. The ZPD characterized by
specific role taking, where one partner is clearly taking a direct
pedagogical role (McLuckie and Topping, 2004).
Table 4
Frequency and Percentage Distribution of Teacher Education
Students by Honor Received ( Secondary)
Honor Received
Valedictorian
Salutatorian
Honorable Mention
With Honor
TOTAL

Frequency
4
4
21
1
30

Percentage
13.33%
13.33%
70%
3.33%
100%

Table 4 shows the number of competent students who received

their academic excellence according to their honor received. The
position of Valedictorian and Salutatorian was composed of both
4 students which corresponds to 13.33%,while

Honorable

Mention have 21 students which corresponds to 70% and finally,

With Honor students has only 1 student which corresponds to
3.33% to total of 100%

30

Table 1.1 shows the summary of weighted mean and verbal

interpretation of peer tutoring of BEEd students according to their
cognitive skills.
According to gathered data, men preferred to the item #6 which
stated as I always kept in mind whatever ideas I gathered
from my peer. This item got the highest mean of 3.95 and
interpreted as apply many times, frequently.
It means that men give importance to all ideas they gathered
from their group during peer tutoring. This will help them to overcome
their difficulties in some subject area because they will learn more
simple explanation where they will seek simplification and clarification
of new ideas they gathered. They only make an adjustment of their
scheme once they seek accurate information.
Vygotskys Zone of Proximal Development (ZPD) demonstrates
the need for the guidance and assistance of more skilled individual. A
learners who were unsystematic, disorganized, and spontaneous
concepts are met with the more systematic and logical and rational
concept of the more knowledgeable during peer tutoring. Through their
assistance

the novice learners will be able to learn aspect that go

31

beyond the individuals maturation. Therefore, high quality verbal

scaffolds aids cognitive development.
On the other hand, item #4 which stated as I give feedback
whatever ideas I heard from my peer got the lowest mean of
3.27 and interpreted as not always apply. The total mean was
3.59.
For all the women, the table shows that they are preferred to
item #4 which stated as I give feedback whatever ideas I heard
from my peer. This item got the highest mean 4.03 and interpreted
as apply all times, repeatedly.
As what table showed, this cognitive skill of women was reversed
to men because men do not preferred to this skill. This proved that
women in the department were more capable to express their thought
and opinion than the men. We can also conclude that they were more
active and much more paying attention to the all the detailed shared
during peer tutoring.
We can use constructivism as our evidence. Constructivism, a
perspective of education, is based on experimental learning through
real life experience to construct and conditionalize knowledge. It is
problem based, adaptive learning, that challenges faulty schema,
integrates new knowledge with existing knowledge, and allows for
creation of original work or innovative procedure. Active learning

32

conditionalizes knowledge through experiential learning. Smith writes

that John Dewey believed education must engage with and expand
experiences; those methods used to educate must provide for
exploration, thinking, and reflection and that interaction with the
environment is necessary for learning.
On the other hand, item #1 which stated as I have sufficient
knowledge to be shared to my peer got the lowest mean of 3.19
and interpreted as not always apply.
This means that this cognitive skill should need to uplift by all
women because lack of knowledge may not spread various information
which affects inadequacy and dissatisfaction of all tutees.
In general, the table shows that the highest overall mean
received by item # 6 which stated as I always kept in my mind
whatever ideas I gathered from my peer which got 3.67 and
interpreted as apply many times, frequently.
It means that it is argued that the responsibility of learning should
reside

increasingly

with

the

learner

(Glasersfeld,1989).

Social

constructivism thus emphasizes the importance of the learner being

actively involved in the learning process, unlike previous educational
viewpoints where the responsibility rested with the instructor to teach
and where the learner played as passive, receptive learner.

33

Table 1.2 shows the summary of weighted mean and verbal

interpretation of peer tutoring of BEEd students according to their
personality. According to the table, men preferred to the item#10
which stated as As a member of the group, I give praises
whenever my member got the correct answer which got the
highest mean of 3.95 and interpreted as apply many times,
frequently.
It means that praises should maintain during peer tutoring
because it can encourage the learners to do well. According to Von
Glaserfeld (1989) sustaining motivation to learn is strongly dependent
on the learners confidence in his or her potential for learning. These
feelings of competence and belief in their potential to solve new
problems, are derived from first-hand experience of mastery of
problems in the past and are much more powerful than any external
acknowledgement and motivation (Prawat and Floven, 1994).
On the other hand, item # 8 which stated as I let the student
do the most of the talking got the lowest mean of 3 and it is

34

interpreted as not always apply.

The total mean of cognitive

skills of men was 3.64. This means that men prefer to speak out more
their ideas in peer tutoring than letting their peer to express their
ideas.
For all women, the table shows that they were prefer to item # 1
which stated as I show acceptance what ideas shared by my
peer. This item got the highest mean of 4.23 which is interpreted as
apply all times, repeatedly. It means that females maintain
respect whatever ideas will share by every members. This will
encourage the member to express ideas what is in his/her mind.
On the other hand, females do not prefer in item# 8 which stated as
I let the student do most of talking. This item got mean of 3.1
which interpreted as not always apply. The total mean was 3.69.
In general, the table shows the highest overall mean received by
item #1 which stated as I show acceptance what ideas shared
by my peer. This item got the mean of 4.07 which interpreted as
apply all times, repeatedly.
This means that showing respect in accepting ones idea was a
pleasure for every member of the group. In peer tutoring, the tutor
must be vigilant to every information shared by every member so that
he/she

may

give

correction

whenever

they

commit

mistake.

Constructivist believed in creating of community of learners within

35

the classroom. Learning communities help learners take responsibility

for their own learning. (Corpus, Sandalanan, 2011). In this case, the
learners have a lot of opportunities to cooperate and collaborate to
discover things.

Table 2.1 shows the summary of all means and verbal interpretation of
all ages of BEEd students in terms of their cognitive skills.
In terms of cognitive skills, students age 16 were preferred to the
item # 3 which stated as I think analytically and critically
before I express my ideas. This item got the highest mean of 3.79
and interpreted as apply many times, frequently. It means that
all ideas should plan and organize before we express it to others. It
could help the learners to meet their satisfaction once the ideas was
clearly stated and because of this students will got high expectation to
learn more about the subject.
On the other hand, they were less prefer to item #7 which stated
as I present an alternative explanation if needed. This
weighted mean only got 3.08 which interpreted as not always
apply.

36

It means that all members of peer tutoring do not present

alternative explanation at all time. It could be because of inadequate
knowledge or lack of mastery of the subject matter.
For all students who age 17, they were more prefer to the item
#9 which stated as I construct my own interpretation based on
what I have learn from the discussion. This item got the highest
mean of 3.72 which is interpreted as
frequently.

apply

many

times,

This means that they make an interpretation of what

they learn from the group. Making refection helps the learners to
retrieve the ideas in their mind because it is one of the effective
techniques of long term memory. Once we construct our own meaning
about all ideas we gathered the advantage of this is we can explain it
clearer and understandable.
On the other hand, they are less prefer to item #4 which stated
as I give feedback whatever ideas I heard from my peer. This
item got the highest mean of 3.23 which interpreted as not always
apply.
For all the age 18, they were more prefer to item #6 which
stated as I always kept in my mind whatever ideas I gathered
from my peer which got the highest mean of 3.64. This weighted
mean interpreted as apply many times, frequently. This means
that they give importance to all ideas they gathered from their peer.

37

Such accurate information they gathered may help them to adjust their
scheme to replace clearer ideas.
According to Corpuz, Salandanan (2011) Cooperation fosters
learning. Two heads are better than one. People enjoy functioning
independently but they are also enjoy functioning interpedently. As a
people invest themselves in collaborative group approaches they
develop a firmer sense of their own identification. They begin to realize
that they count, that they have something to give and to learn.
On the other hand, they were less preferred to both item # 2 and 9
which have the same mean of 3.5. This weighted mean interpreted as
not always apply. These following items were stated as follows:
Item # 2 stated as I am confident to share and express my
ideas to my peer and item # 9 which stated as I construct my
own interpretation based on what I have learned from the
discussion.
For the age of 19, they were preferred to item#2 which stated
as I am confident to share and express my ideas to my peer.
This item got the highest mean of 4.45 which interpreted as apply
all times, repeatedly.
It means that tutors should have high self-confidence in expressing
the ideas. If the tutors have confidence, there is possibility that the

38

learners will not think doubt about the information imparted to them.
This will also encourage the students to pay attention with the ideas.
On the other hand, they were less preferred to item#3 which
stated as I think analytically and critically before I express my
ideas which only got the lowest mean of 3.3 and interpreted as not
always apply.
For the age of 20, they were more preferred to item #6 and 9
which have the same mean of 4.4 and interpreted as apply all
times, repeatedly. These items stated were stated as follows: item
#6 I always kept in my mind whatever ideas I gathered from
my peer and item #9 I construct my own interpretations
based on what I have learned from the discussion. This means
that age 20 are serious to all details they may gather from the group.
According to cognitive Apprenticeship Theory, it emphasized
learning through guided experience in order to help the learners
acquire an integrated set of cognitive and metacognitive skills through
the process of supported practice. (Collins, Brown and Newmann, 1989
). More specifically, since peers interaction is viewed as a resource for
learning in groups, it is desirable that the tutor alternates checking his
understanding of individuals ideas with redirecting tutee input to the
group in general ( Christensen, 1991).

39

On the other hand, they were less preferred to the item #3 and #5
which has the same mean of 3.8. This weighted mean was
interpreted as not always apply. These items were stated as
follows: item #3 I think analytically and critically before I
express my ideas and item #5 stated as I raise question if I
did not understand the lesson well. The total mean was 4.
For the age of 21 and above, they were preferred to item #6
which stated as I always kept in my mind whatever ideas I
gathered from my peer. This item got the highest mean of 3.87
and it interpreted as apply all times, repeatedly. On the other
hand, they were less preferred to item #1 which stated as I have
sufficient knowledge to be shared to my peer which only got the
lowest mean of 3.2. This mean was interpreted as not always
apply.
In general, the table shows that item #6 which stated s I always
kept in my mind whatever ideas I gathered from my peer got
the highest overall mean of 3.86.
It means that keeping of ideas we gathered contributes learning.
The essence of learning revolves around the concept of change in
human behavior. Changes may take the form of new or modified
knowledge, transformed knowledge, skills, habits, feelings, concepts
and appreciation among others.

40

Table 2.2 shows the summary of mean and verbal interpretation of all
BEEd students in terms of their age according to their personality in
conducting peer tutoring.
According to the table, age 16 were prefer more in item #1 which
stated as I show acceptance what ideas shared by my peer
which got the highest mean of 4.21 and interpreted as apply many
times, repeatedly.

41

According to Tolmans sign learning theory, that an organism learns by

pursuing sign to a goal and learning is acquired through meaningful
behavior. Tolman believed that learning is a cognitive process. Learning
involves

forming

belief

and

obtaining

knowledge

about

to

an

environment and then revealing that knowledge through purposeful

and goal directed behavior.
On the other hand, they were less prefer to item# 8 which stated as I
let the students do most of talking which only received the mean
of 2.96.
For age 17, these students were preferred to both items #3 and
#9 which received the same mean of 3.74. These items were stated
as: For item #3 I always help my peer whenever they need
assistance to overcome their difficulties while item # 9 stated as
I encourage my peer to become involved in the discussion.
According to Lev Vygotsky views interaction with peer as an effective
way of developing skills and strategies. He suggests that teachers use
cooperative learning exercise where less competent children develop
with the help for more skillful peers-with the ZPD. Vygotsky believed
that when a student providing appropriate assistance to a particular
task will give the student enough of a boost to achieve the task.

42

Secondly, the competent students should encourage his/her peer to

involved in the discussion to acquire active learning. Once they deal to
discussion, it helps to retrieve information in their mind effectively.
On the other hand, they were not give attention to item # 8 which
stated as I let the students do most of talking because it only
got the mean of 2.85 which also interpreted as not always apply.
For the age of 18, majority of them preferred to item # 7 which
sated as I convey to the student an expectation that he/she
will learn to improve. This item got the highest mean of 4. 39
which interpreted as apply all times, repeatedly.
In means that the competent student should also encourage the
other students to set high expectations to themselves. A sense of high
efficacy means a high of competence. Self-efficacy is the belief that
one has the necessary capability to perform a task, fulfill role
expectations, or meet a challenging situation successfully. When the
students believe that they have the ability to perform learning
activities successfully, they are more likely intrinsically motivated to do
such learning activities. ( Maria Rita D. Lucas and Brenda Corpuz,
2011)
On the other hand, the weakest personality they have during peer
tutoring was under item#5 which stated as I follow the settled

43

time for our peer tutoring activity. This item got the lowest mean
of 3.18 and interpreted as not always apply.
For the age 19, most of them agree to item # 1 which stated as
I show acceptance to what ideas shared by my peer. This item
got the highest mean of 4.3 which interpreted as apply all times,
repeatedly.
On the other hand, they were not preferred to item # 8 which stated
as I let the students do most of talking. This item received the
mean of 3.5 which also interpreted as not always apply.
For the age 20, most of them agreed to item # 10 which stated
as As a member of the group, I give praises whenever my
member got the correct answer. This item got the highest mean
of 4.6 which interpreted as apply all times, repeatedly.
It means that when the student is intrinsically motivated he/she enjoy
the activity itself and the conviction of the learner that such things are
the right things to do in order to realize a personal goal or life dream.
( Maria Rita D. Lucas and Brenda Corpuz, 2011)
On the other hand, they were less preferred to item #7 which stated as
I convey to the student an expectation that he/she will learn
and improve which got the lowest mean of 3.7 and interpreted as
not always apply.

44

For the age of 21 and above, most of the BEEd student were
agree to item # 1 which stated as I show acceptance what ideas
shared by my peer. This item got the highest mean of 4.47 which
interpreted as apply all times, repeatedly.
It means that they were accepting what ideas shared by their
peer. Since they are the eldest among the group they are also
responsible to respect ones idea to help the learners freely express
their thought.
On the other hand, they were less preferred to item # 7 which
stated as I convey to the student an expectation that he /she
will learn and improve. This item got the lowest mean of 3.2 which
interpreted as not always apply.
In general, majority of the BEEd students prefer to item #1 which
stated as I show acceptance what ideas shared by my peer.
This weighted mean got the highest of 4.17 which interpreted as
apply all times, repeated.
This means that there is possibility that learners may improve their
academic competency through respecting their ideas without thinking
criticism/discrimination. According to Von Glaserfeld (1989) sustaining
motivation to learn is strongly dependent on the learners confidence
in his/her potential in learning. If the learners were motivated, they will
become excited about learning tasks. A student who is highly

45

motivated to learn enjoys learning and learns much more than one who
is not a motivated. He/she persists and persevere in his/her studies
even things turn to be difficult. He/she does not give up easily. As a
result, his/her performance will be satisfactory. Therefore, age is
contributory factor in peer tutoring process of BEEd students.
(Corpuz,Salandandan,2011).

Table 3.1 shows the summary of weighted mean and interpretation of

Honor Received of the BEEd students in terms of Cognitive skills.

46

Among the Valedictorian students, item # 9 which is

stated as I construct my own interpretations based on what I
have learned from the discussion got the highest mean of 4.2. It
interpreted as apply all times; repeatedly.
Some of our A students have been successful
academically because of having learned as particular set of successful
behaviors and sticking to them persistently, which has led them to
develop personal work habits that do not allow for much flexibility. This
recommendation refers to the tutors ability of the skill.
On the other hand, item # 4 which is stated as I give
feedback whatever ideas I heard from my peer got the lowest
mean of 3.33 which interpreted as not always apply. Therefore,
the total mean of Valedictorian students was 3.78.
For the Salutatorian students, the table shows that they were
preferred to the item # 2, 3 and 8 which got the same mean of 4.
These are both interpreted as apply many times, frequently.
These items were interpreted as follows: Item # 2 stated as I am
confident to share and express my ideas to my peer, while
item # 3 and 8 stated

as

I think analytically and critically

before I express my ideas and

I monitor, evaluate and

adjust different approaches to become self-directed learners.

It means that tutors should have high self-confidence in expressing the

47

ideas.

If the tutors have confidence, there is possibility that the

learners will not think doubt about the information imparted to them.
This will also encourage the students to pay attention with the ideas.
Above all, they should think analytically and critically first before they
express their ideas to confirm that everything will be explained well.
According to Chabot College Tutorial Program, in training
sessions, the tutors discuss different learning style, so they are aware
that not all students learn the same. Not all tutors are required to apply
learning skill knowledge to assess the needs of their tutees, but they
are required to understand that not all tutees will respond successfully
to any one approach to tutoring. When a tutoring approach is not
working, tutors are advised to try other approaches.
Moreover, both tutor and tutees should think analytically and
critically

before

they

express

and

give

their

idea

to

prevent

misinterpretation and wrong information. This will help all learners to

access better learning once they know that everything was explained
accurately.

This will help one another to give simplification,

clarification, and exemplification of the scheme to make the ideas

clearer.
On the other hand, item #4 was there weakest cognitive skill. It
is stated as I give feedback whatever ideas I heard from my

48

peer.

It only acquired 3.5 for its mean and interpreted as not

always apply. The total mean of Salutatorians was 3.78.

For Honorable mentions, they are more preferred to the item # 9
which stated as I construct my own interpretations based on
what I have learned from my peer. This item got the highest
mean of

3.94

which is interpreted as apply

many

times,

frequently.
Its been theories that peer tutoring is very effective because of
the

role

specific

interactions

contributed.

Interactions

that are

considered effective are ones that support students engagement in

higher order cognitive process( King, 1998,p. 135). Such interactions
include providing extensive detailed explanations and asking the right
questions. In addition to interaction enough time must be provided for
the partner to think before he/she answers a questions. Moreover, one
of the advantages of interaction is the students will learn to construct
their meaning because there are some tutors who gets refection based
on what they have understand on the lesson. By means of this
students will acquire learning.

On the other hand, they were not do well in the item #7 which
stated as I convey to the student an expectation that he/she
will learn and improve which is only got the mean of 3.24 and

49

interpreted as not always apply. The total mean under this

position was 3.73.
For with honor students, the table shows that the item # 9 which
stated as I construct my own interpretations based on what I
have learned from my peer got the highest mean of 5 which is
interpreted as

apply all times, repeatedly.

From this thought a model is developed to provide the building

blocks for the use of peer learning in the classrooms. In it Piaget argues
peer interactions provide rich and necessary contexts for students to
revise their current cognitive systems (p.6). Reflecting on peer
responses and viewpoints serves as a foundation for a student to
modify his or her cognitive system. Such modifications will in turn, lead
students to make new meanings. Permanent modifications to existing
cognitive systems are only one of many outcomes to make any
significance in a given context. A consistent theme within Piaget's
theory is that learning depends on equilibration, a process involving
the reconciliation of conflict between prior and newly experienced
beliefs (O'Donnell p.38).
Vygotsky, another prominent researcher on learning, formulated
theories that are somewhat different than Piaget. In Piaget's view,
development leads learning. In Vygotsky's view, learning leads
development, through

the gradual internalization

of

intellectual

50

processes that are activated through social interaction (p.39).

Vygotsky's theory views human development as a sociogenetic
process by which children gain mastery over cultural tools and signs in
the course of interacting with others in their environments (O'Donnell
p.38). These developments are often more adapted. They help children
to understand and use in correct ways the tools and signs that are
important in the cultural background into which they have been born.
This method of communication between the tutee and tutor a more
knowledgeable other is said to effect development if the interaction
occurs within the child's zone of proximal development (p.38).
Within this zone of proximal development Vygotsky's hypothesized that
higher mental functioning in an individual has its origins in social
activity (p.38). He further added the zone of proximal development "is
the distance between the actual developmental level as determined by
independent problem solving and the level of potential development as
determined through problem solving under adult guidance or in
collaboration with more capable peers (p.38). The partnership with
more capable peers imparts knowledge through different ways. Some
of these ways includes

demonstration, leading questions, and by

introducing the initial elements of the task's solution (p. 42).

Vygotsky clearly stressed the individual's active role in development. In
collaboration his research shows that the child can always do more

51

than he can do independently (p. 42). Some condition can limit a child
from doing infinitely more. These limits are believed to set by the
current developmental state of the individual (p. 42).
On the other hand, they dont give more attention to item #1
which have the mean of 3.5 which interpreted as not always
apply.

These items stated as follows:

have

sufficient

knowledge to be shared to my peer he total mean under this

position was 4.05
In general, majority of the BEEd students were preferred to
item #9 which stated as I construct my own interpretations
based on what I have learned from my peer. This item got the
highest mean of 4.12 which interpreted as apply all times,
repeatedly. It means that constructing of own meaning was very
significant during peer tutoring. According to corpus, Lucas (2011) the
successful learner can create and use a repertoire of thinking and
reasoning strategies to achieve complex learning goals, and this is one
of the advantages of peer tutoring.

52

Table 3.2 will help us to easily determine which among the personality
of every honor students got the highest and lowest mean under
elementary level.
In terms of personality, the table shows that the Valedictorian
students preferred to the item # 1 which stated as I show
acceptance what ideas shared by my peer. It acquired the mean
of 4.27 and interpreted as apply all times, repeatedly. It means
that Valedictorian students emphasized the importance of respect to
all ideas shared by every member. Showing warmth acceptance will
encourage the other learners to speak out their ideas because of no
existing criticisms.
Learning in peer tutoring setting can be considered as a specific
type of collaborative learning( Griffin and Griffin, 1997; Topping, 1996).
Participants are assumed to negotiate meaning on a regular basis
either in a small group or in fixed pairs. Moreover, one peer clearly
takes a supportive role as peer tutor. As for Parr and Townsend (2002),
the interplay between peer influences and learning is largely related to
the cognitive benefits of informal talk, often unrecognized by teachers
and staff tutors.

53

On the other hand, item # 5 which stated I follow the settled

time for our peer tutoring activity was there weakest behavior
during peer tutoring. It only received the mean of 3.6 and interpreted
as not always apply This is one of the problems of a leader when
they are conducting peer tutoring. Sometimes, each members have
their own business and others are not interested. This will lead
frustration to a leader especially if he loves helping others. This
personality should give emphasis so that it continuously helps the
learners to progress in their academics.
For all the Salutatorians, in terms of personality, they are more
preferred to item # 1 which stated as I show acceptance what
ideas shared by my peer. It received 4.42 of mean which is
interpreted as apply all times, repeatedly. As what we mostly
observed, most of the high achievers possess the same personality.
Both

Valedictorians

and

Salutatorians

focused

on

show

acceptance what ideas shared by my peer which proved that

they have a good character as a leader.
On the other hand, item #8 which stated as I let the students do
most of talking was their weakest personality because it only
received

3.58 of mean which interpreted as apply many times

repeatedly, frequently.

There are some leaders who do not let

the other students talk because they afraid to misinformation they may

54

implied to others. This will lead big problem to the leader once it
planted to other students mind.
For all students who received the position of Honorable mention,
they were excelled under the item #10 which is stated as As a
member of the group, I give praises whenever my member get
the correct answer. This item got the highest mean among all
personalities which is 4.1 and interpreted as apply all times,
repeatedly.
According to Chabot College Tutorial Program, praise is the
important step in peer tutoring. Tutors must look and sound pleased
when saying positive things. Praise is particularly required for excellent
reading of difficult words, and getting all the words in a sentence
correctly.
Praising

ones

correction

helps

the

learners

to

motivate

themselves. This is required in peer tutoring because it helps the

learners to do better once they have recognized and feel that their
ideas were accepted by every member. Motivation refers to an internal
state of arousal that often precedes behavior ( Epstein and Rogers,
2001). It means that motivation is linked with behavior. As a corollary,
one of the principles of teaching states that: An individual must be
motivated in order to learn. Motivation is a force which makes us take
an action.( Decker,2001)

55

On the other hand, the item #8 which stated as I let the

students do most of talking was their weakest personality
because it only acquired the mean of 3.21 which interpreted as not
always apply. The total mean of Honorable Mention students in
terms of personality was 3.78.

For with honor students, they were preferred to both items of #3

and #10. Item #3 stated as I always help my peer whenever
they need assistance to overcome their difficulties and item
#10 stated as As a member of the group, I give praises
whenever my member got the correct answer. It received the
same mean of 4.75 which is interpreted as apply all times,
repeatedly.
According to Chabot College Tutorial Program, assistance is core
of peer tutoring. Occasionally we assist students who are ready to work
constructively with tutors and who demonstrate progress within a few
sessions of tutoring. Tutors have to be comfortable with this, and
patient with a wide variety of study and work behaviors that they
personally do not understand.
Secondly is motivation. Praising ones correction helps the
learners to motivate themselves. It is required in peer tutoring because
it helps the learners to do better once they have recognized and feel

56

that their ideas were accepted by every member. Motivation refers to

an internal state of arousal that often precedes behavior ( Epstein and
Rogers, 2001). It means that motivation is linked with behavior. As a
corollary, one of the principles of teaching states that: An individual
must be motivated in order to learn. Motivation is a force which makes
us take an action.( Decker,2001)
On the other hand, they were poor in both items of #1,4,6,7,8
which have the same mean of 3.5 and interpreted as not always
apply. These items were stated the following as: Item #1 stated as I
show acceptance what ideas shared by my peer, item#4 stated
as

give

corrections

whenever

my

peer

gave

misinterpretations, item# 6 stated as I present an alternative

explanation if needed, item #7 stated as I convey to the
student an expectation that he/she will learn and improve and
item #8 which stated as I let the student do most of talking.
In general, majority of the BEEd students were agree to item
#10 which stated as As a member of the group, I give praises
whenever my member got the correct answer. This item got the
highest mean of 4.35 which is interpreted as apply all times,
repeated.
According to Von Glaserfeld (1989) sustaining motivation to learn is
strongly dependent on the learners confidence in his/her potential for

57

learning. If the learners are always motivated they will become excited
about the learning tasks. A student who is highly motivated to learn
enjoys learning than one who is not a motivated. He/she persists and
perseveres will be satisfactory.( Corpuz, Sandalanan (2011)

Table 4.1 will help us to easily determine which among the cognitive
skills of every honor students got the highest and lowest mean under
secondary level.
According to the table, the Valedictorian students strongly agree on
item#3,5,8,and 9 which got the same mean of 4.25 and interpreted
as apply all times, repeatedly. These items were stated the
following:

Item #3 stated as I think analytically and critically

before I express my ideas, item#5 stated as I raise question if

I did not understand the lesson well, item #8 stated as I
monitor, evaluate and adjust different approaches to become

58

self-directed learners and item#9 stated as I construct my

own interpretations based on what I have learned from my
peer.
From a Vygotskian perspective on learning, there are social
contexts that provide a learning arena for the development. Some
development includes individuals cognitive abilities. In this analysis,
learning is socially formed during dealings and activity with others.
During such dealings, individuals engage in the exchange of ideas,
information, perspectives, attitudes, and opinions (p. 88). The
interaction also provides opportunities for tutees to model their
patterns of reasoning, thinking strategies, and problem solving skills on
those of their tutors.
Under closer examination, the interaction between individuals
reveals specific ways in which learning is mediated by the discourse
itself. In general, different types of interaction facilitate different kinds
of learning (King p.138). Several researchers have documented this
relation between the level of discourse within a collaborating pair and
the level of learning of the individuals. In numerous studies of peer
interaction and learning, Webb often discovered that giving detailed
elaborate explanations to others in the group is a strong predictor of
achievement (O'Donnell p. 88). Other researchers have found similar
positive learning effects for giving explanation.

59

It has been well documented that one-on-one tutoring is an

effective method of instruction. Reported outcome sizes have ranged
from 0.4 to 2.3 standard deviation units when tutored students are
compared to classroom instruction or other control groups (O'Donnell
p.67).
On the other hand, they are poor in both item #1 and 7 with the same
mean of 3.5 which is interpreted as not always apply. These
items were stated as follows: Item #1 was stated as I have
sufficient knowledge to be shared to my peer and item# 7 was
stated as I present as alternative explanation if needed. The
overall mean of all Valedictorian in terms of Cognitive skills was 4.
The table shows that Salutatorian students under secondary level
preferred more in both item # 6, 7, and 8. These items have the
same mean of 4.25 which are both interpreted as apply all times,
repeatedly. These items were stated as follows: Item #6 stated as
I always kept in my mind whatever ideas I gathered from my
peer, item # 7 stated as I present an alternative explanation
if needed, and finally, item #8 stated as I monitor, evaluate and
adjust different approaches to become self-directed learners.
It means that the learners should give importance to what
information they obtained from the peer tutoring. Through this, it may
help them to overcome their difficulties to the subject. What they only

60

need to do is to make reflection or insight about the subject to obtain

more effective learning. Moreover, the tutor should also know how the
learners to improve. An effective tutor would give students guidance as
to the steps or strategies they can use to improve their learning and
consequent performance. Learners should know their strengths and
how they can continually develop them. They should also know their
weaknesses and how best to work on them. (

Corpuz, Salandanan,

2011)
According to Corpuz, Salandanan (2011) knowledge widens and
deepens as students continue to build links between new information
and experiences and existing knowledge base. Presenting alternative
explanation is one of the characters of peer tutoring because through
this the learners may further understand the lesson accurately and
effectively.
On the other hand, they are less prefer with item #4 stated as I
give feedback whatever ideas I heard from my peer which
received the mean of 3.5 which interpreted as not always apply.
The overall mean of this position was 4.
For all students who awarded as Honorable Mention, the table
shows that they were preferred to item #9 which stated as I
construct my own interpretations based on what I have learned

61

from my peer got the highest mean of 3.96 which is interpreted a

apply many times, frequently.
According to Corpuz, Sandalanan (2011) one of the richest
resources for learning is the learner himself. Each individual has an
accumulation of experiences, ideas, feelings, and attitudes which
comprise a rich vein of material for problem solving and learning.
Therefore, students himself is also a source of learning.
On the other hand, they are less preferred to item # 4 which stated as
I give feedback whatever ideas I heard from my peer which is
only got the lowest mean of 3.1 and interpreted as not always
apply. The overall mean of this position was 3.65.
For all honor students, the table shows that the item # 9 which
stated as I construct my own interpretations based on what I
have learned from my peer got the highest mean of 5 and
interpreted as apply all times, repeatedly.
According to Corpuz, Sandalanan (2011), students ability
dictates the prospects of success in nay purposeful activity. It
determines their capability to understand and assisimilate information
for the own use and application.
Secondly, creativity. Students with creative minds are capable of
generating own ideas of doing things. Learning is achieved through

62

their own inventions and novel revisions, thus producing new and
improved products. Therefore, both ability and creativity are needed in
peer tutoring.
On the other hand, they doesnt give attention to both item # 1 and 4
which have the same mean of 2 which is interpreted as apply
once. These items were stated as follows: Item #1 stated as I
have sufficient knowledge to be shared to my peer while #4
stated as I give feedback whatever ideas I heard from my
peer. The overall mean of this position was 3.78.
In general, the BEEd students were preferred more to item #6
which stated as I always kept in my mind whatever ideas I
gathered from my peer. This item got the highest mean of 4.40
which interpreted as apply all times, repeatedly.
It means that this activity will be worthy if everybody will keep in
their mind whatever ideas they gathered from one another. According
to Gagnes theory there are several different categories of learning.
These are verbal information, intellectual skils, cognitive strategies,
attitude and motor skills. If everyone have these categories to
themselves they acquire effective learning.
Table 4.2 shows the summary of mean and interpretation of peer
tutoring of the BEEd students in terms of Personality according to
Honor received.

63

For all Valedictorians, they were excelling to item #1 which stated

as I show acceptance what ideas shared by my peer which got
the highest mean of 4.75 which interpreted as apply all times,
repeated.
The center of the tutoring process lies on the shared discourses. It
is here in these particular discourses that tutors implement their many
tutorial strategies. These educational strategies ease students learning
and ultimately account for the advantages that one-on-one tutoring
has over other learning methods. One-on-one tutoring provides
favorable conditions for a student to become an active, self-regulated
learner. O Donnells research have shown that educational researchers
have regularly called for environments that would foster students to be
inquisitive, self-motivated, and in charge of rectifying their own
knowledge deficits. In the peer tutoring approach, the tutor is
responsible for identifying the student error, diagnosing the cause of
the error, and shepherding the student through a correct solution path
( O Donnell p.73).
In addition to the aforementioned benefits Slavin(1980) found in his
studies that peer tutoring can be integrated into the classroom
organization (p.52). here are integration is in the task. Under this
format student learning pairs are of significant interest because they

64

most explicitly manipulate the reward and task dimensions of

classroom organization
( (Slavin p. 252). Slavin stressed, peer tutoring has a reward structure
where cooperation is at its core (p.252)the design of a tutoring
program is governed by its goals. Included in these goals are age aroup
targeted, subject area to be studied, and by the availability of human,
physical and financial resources. Setting specific goals are important so
that individual progress can be measured and examined. Lippitt (1976)
wrote that frequent assessment of student progress gives teacher
feedback on the effectiveness of lessons and encourages both tutor
and tutee. ( p. 157)
On the other hand, they are poor in item # 7 which had the mean of
2.75 and interpreted as not always apply. The overall mean of
this position was 3.88.
For all salutatorians, they were excelling both item # 1 and 9 which
acquired the same mean of 4.25. These items were both interpreted
as Apply all times, repeatedly. These items were stated as
follows: Item #1 I show acceptance what ideas shared by my
peer while item #9 stated as I encourage my peer to become
involved in the discussion.
Peer tutoring has been conceptualized as a form of collaborative
learning (Griffin & Griffin, 1997) in which people from similar social

65

groupings who are not professional teachers help each other to learn,
and learn themselves by teaching (Topping, 1996, p. 322). Recently,
Duran and Monereo (2005) indicated collaboration as being the central
core of peer

tutoring explaining

both

inter- and intrapersonal

advantages. In the literature, researchers investigating collaborative

learning in general and peer support in particular frequently refer to
theoretical frameworks building on Vygotskys social-constructivist
theory.
In order to foster interpersonal knowledge construction,
social interaction is crucial. Consequently, the presence of peer
collaboration and intensive and task-oriented social interaction can be
regarded as an important benefit of collaborative learning in general
and of peer tutoring in particular. Further, Vygotskys theory about the
zone of proximal development (ZPD) appears to be connected with
the effectiveness of collaboration among peers. The ZPD is the
distance between the actual developmental level as determined by
independent problem solving and the level of potential development as
determined through problem solving under adult guidance or in
collaboration with more capable peers (Jaramillo, 1996, p. 139). The
ZPD pertains to peer tutoring since this type of collaborative learning is
characterized by specific role taking, where one partner is clearly
taking a direct pedagogical role (McLuckie & Topping, 2004). More
specifically, a more capable, knowledgeable, and experienced peer

66

with a supportive role is called the tutor, while less experienced

students receiving help from a tutor are called tutees (Topping, 1996,
1998). In this respect, the tutor is considered to adopt the role of
facilitator, converting the collaboration into learning opportunities.
Within the scope of this study, the fixed supportive role of peer tutors
is the central point.
Therefore, accepting ones idea is very important. Each member
will become an active participant because they thought that even
though they commit mistakes they believed that they will support by
their group mates. What they only to do is they will make an
adjustment whenever there is corrections which is contributed by their
peer.
On the other hand, they are less preferred to both item # 3, 4,
and 8 which have the same mean of 3.5 and interpreted as not
always apply. These items stated as follows: item #3 stated as I
always help my peer whenever they need assistance to
overcome

their

difficulties,

item

#4

stated

as

give

corrections whenever my peer gave interpretations and item

#8 stated as I let the students do most of the talking.
For all Honorable Mentions, the table shows that they were preferred
more under item #10 which stated ad As a member of the group,
I give praises whenever my member got the correct answer.

67

This item got the highest mean of 4.24 among all personalities which
is also interpreted as apply all times, repeatedly. This means that
these students are also favored with this behavior of every member
during peer tutoring.
On the other hand, the least mean was received by both items #5 and
#8

which

is

3.57

and

interpreted

as

apply

many

times,

frequently. The overall mean of this position was 3.87.

For all with honor students, the table shows that they gave
emphasized more under them of #1, 3 and 10 which have the same
mean of 5. This mean interpreted as apply all times, repeatedly.
These items were stated as follows: Item #1 stayed as I show
acceptance what ideas shared to my peer, item # 3 stated I
always help my peer whenever they need assistance to
overcome their difficulties and item #10 stated as As a member
of the group, I give praises whenever my member got the
correct answer. It means that the tutor must be role model at all
time. He/she should not only focus with only one good character but all
possible good behavior. The learners may encourage learning because
of the behavior reinforcing by their tutor.
On the other hand, they were less prefer to item #8 which states as I
let the student do most of talking

68

Because it only received the mean of 2 which interpreted as apply

once. The overall of this position was 4.

In general, majority of the BEEd students were agree to item #10

which stated as As a member of the group, I give praises
whenever my member got the correct answer. This item got the
highest mean of 4.56 which is interpreted as apply all times,
repeated.
According to Von Glaserfeld (1989) sustaining motivation to learn is
strongly dependent on the learners confidence in his/her potential for
learning. If the learners are always motivated they will become excited
about the learning tasks. A student who is highly motivated to learn
enjoys learning than one who is not a motivated. He/she persists and
perseveres will be satisfactory.( Corpuz, Sandalanan (2011).

69

PEER TUTORING OF BEED STUDENTS WHEN GROUP IN TERMS

OF THEIR SEX ACCORDING TO COGNITIVE SKILLS
N=144
Cognitive Skills

1. I have
sufficient
knowledge to be
shared to my peer.
2. I am confident
to share and
express my ideas
to my peer.
3. I think
analytically and
critically before I
express my ideas.
4. . I give
feedback
whatever ideas I
heard from my
peer.
5. I raise question
if I did not
understand the
lesson well.
6 . I always kept in
my mind whatever
ideas I gathered
from my peer

71

55

12

Overal
l
Mean
3.51

Verbal
Interpret
on
Apply ma
times,
frequentl

64

50

24

3.64

Apply ma
times,
frequentl

62

48

24

3.58

Apply ma
times,
frequentl

22

70

34

18

3.33

Not alway
apply

21

57

45

20

3.29

Not alway
apply

45

61

29

3.76

Apply ma
times,
frequentl

70

7. I present an
alternative
explanation if
needed
8. I monitor,
evaluate and
adjust different
approaches to
become selfdirected learners.
9. I construct my
own
interpretations
based on what I
have learned from
the discussion.

13

79

32

18

3.35

Not alway
apply

11

62

45

24

3.54

Apply ma
times,
frequentl

54

52

30

3.69

Apply ma
times,
frequentl

TOTAL

3.52

Based on the table, the result of peer tutoring of the BEEd

students when Group according to their Demographic Profile got the
overall mean of 3.52 which interpreted as apply many times,
frequently.

It

means

that

BEEd

students

are

showing

their

competencies to one another to help those students who need more

assistance to achieve getter expectation in their academics.
As to the types of peer support, the results reveal that peer
tutors use a variety of tutoring interventions. Most often tutors provide
organizational and social support. Further, they facilitate tutees
argumentative knowledge construction and concentrate on elucidating
the learning contents.

Apply ma
times,
frequentl

71

Additionally, Vincent and Ley (1999) mentioned that many tutors

function as (cognitive) role models for their tutees, implying that peer
tutors can effectively model study skills, such as concentrating on the
material, organizing work habits, and asking questions. As for Parr and
Townsend (2002), the interplay between peer influences and learning is
largely related to the cognitive benefits of informal talk, often
unrecognized by teachers or staff tutors.

PEER TUTORING OF BEED STUDENTS WHEN GROUP IN TERMS

OF THEIR SEX ACCORDING TO PERSONALITY
N=144
Personality
1. I show
acceptance
what ideas
shared by my
peer.
2. I humbly
seeking the
interest of my
peer before we
start the lesson.
3. I always help
my peer

33

52

59

Overall
Mean
4.18

Verbal
Interpretation
Not always
apply

46

66

25

3.76

Apply many
times,
frequently

43

62

33

3.85

Apply many
times,

72

whenever they
need assistance
to overcome
their difficulties
4. I give
corrections
whenever my
peer gave
misinterpretatio
ns.
5, I follow the
settled time for
our peer
tutoring activity.
6. I present an
alternative
explanation if
needed.
7, I convey to
the student an
expectation
that he/she will
learn and
improve.
8, I let the
student do the
most of the
talking
9. I encourage
my peer to
become
involved in the
discussion
10. As a
member of the
group, I give
praises
whenever my
member got the
correct answer.

frequently

13

54

53

24

3.62

Apply many
times,
frequently

10

62

51

19

3.38

Not always
apply

11

69

47

17

3.49

Apply many
times,
frequently

12

62

52

18

3.53

Apply many
times,
frequently

21

75

27

12

3.08

Not always
apply

53

48

35

3.76

Apply many
times,
frequently

45

41

54

Apply many
times,
frequently

73

TOTAL

3.67

Apply many
times,
frequently

This table shows that the result of Peer Tutoring of BEEd Students
when Group in terms of their Sex got the overall mean of 3.67 which
interpreted as apply many times, frequently. It means that they
are showing pleasing personality to every member during peer
tutoring. A good leader can produce more skilled and competent
individual. If the tutor knows how to motivate his/her learners to learn
they may enjoy and realize its importance and become eager to do
their task even though no one dictates them.

PEER TUTORING OF THE BEED STUDENTS IN TERMS OF AGE

ACCORDING TO COGNITIVE SKILLS
N=144

74

Overall
Mean

Verbal
Interpretation

72

54

12

3.5

Not always
apply

65

50

23

3.63

Apply many
times,
frequently

48

52

25

3.42

Apply many
times,
frequently

22

64

38

20

3.89

Apply many
times,
frequently

20

58

46

19

3.43

Apply many
times,
frequently

44

62

29

3.76

Apply many
times,
frequently

13

79

36

14

3.32

Not always
apply

11

61

47

23

3.82

Apply many
times,
frequently

COGNITIVE SKILLS

1. I have
sufficient
knowledge to be
shared to my
peer.
2. I am confident
to share and
express my ideas
to my peer.
3. I think
analytically and
critically before I
express my ideas.
4. . I give
feedback
whatever ideas I
heard from my
peer.
5. I raise
question if I did
not understand
the lesson well.
6 . I always kept
in my mind
whatever ideas I
gathered from my
peer
7. I present an
alternative
explanation if
needed
8. I monitor,
evaluate and
adjust different
approaches to

75

become selfdirected learners.

9. I construct my
own
interpretations
based on what I
have learned from
the discussion.

35

55

27

3.70

Apply many
times,
frequently

76

PEER TUTORING OF THE BEED STUDENTS IN TERMS OF AGE

ACCORDING TO PERSONALITY
N=144
PERSONALITY

Overall
Mean

Verbal
Interpretat

1. I show acceptance what

ideas shared by my peer.

33

51

59

4.17

Apply all tim

repeatedl

2. I humbly seeking the

interest of my peer before
we start the lesson.
3. I always help my peer
whenever they need
assistance to overcome
their difficulties
4. I give corrections
whenever my peer gave
misinterpretations.
5, I follow the settled time
for our peer tutoring
activity.
6. I present an alternative
explanation if needed.

46

66

26

3.78

Apply man
times, freque

44

59

35

3.85

Apply man
times, freque

12

52

54

26

3.65

Apply man
times, freque

62

53

20

3.59

Apply man
times, freque

15

67

40

22

3.48

Apply man
times, freque

7, I convey to the student

an expectation that he/she
will learn and improve.
8, I let the student do the
most of the talking

10

60

59

15

3.55

Apply man
times, freque

18

64

39

16

3.27

Not always a

9. I encourage my peer to
become involved in the
discussion
10. As a member of the
group, I give praises
whenever my member got

53

50

33

3.75

Apply man
times, freque

44

42

53

3.99

Apply man
times, freque

77

the correct answer.

Chapter V
Summary of findings Conclusion and Recommendation
This study aimed to find out the charactes of the BEEd
students during peer tutoring. Moreover, this study aimed to find
out the effectiveness of Peer Tutoring to all BEEd students
concerned to the changes of the academic skill of the tutees.
The main instrument used in gathering information was a
survey questionnaire. It was divided into two parts: the first part
seeks about the demographic profile of the student and
secondly,

the

characteristics

should

possess

during

peer

tutoring. The questionnaire was divided into two indicators

namely: cognitive skills and personality. It aimed to find out what
appropriate characteristics should be possess by the tutors and
tutees during the mentioned activity. The used questionnaire
composed of 19 items and associated with 5 likert scale for
grading.
In computing the frequency and getting the verbal
interpretation we used the following formula and format to give
the accurate information.
The researchers used this formula to find the percentage.

P=f/NX100

where: P= percentage
f= frequency

78

N= number of cases
100= constant
While the formula of WAP (Weighted Average Point) was used to
give the verbal interpretation according to its corresponding
mean.
WAP= f5(5)+f4(4)+f3(3)+f2(2)+f1(1)
__________________________
100
Where: f5=number of the responses who answered Always
f4= number of the responses who answered Often
f3= number of the responses who answered Sometimes
f2= number of the responses who answered Seldom
f1= number of the responses who answered Never
Mean Scale Rating
4.2 5.00
3.40 4.1
2.60 3.39
1.80- 2.59
1.00-1.79

Verbal interpretation
Always-Apply all times, repeatedly
Often- Apply many times, frequently
Sometimes-Not always apply
Seldom- apply once
Never- Never apply once

Findings:
1.

We found that males are capable when it comes to peer tutoring

than women in terms of cognitive skill. They are ahead with a little bit
advances than women. They got the total mean of 3.59 while women
got 3.58 which are both interpreted as

apply many times,

frequently. One thing that remarks to us, the weakest cognitive skill
of men was to give feedback whatever ideas they heard from their
peer but this character was reverse to women. According to what we

79

gathered, this cognitive skill was preferred to women because they got
the highest mean of 4.03 which interpreted as apply all times,
frequently.
In terms of their personality, women were ahead. They got the
overall men of 3.69 while men got 3.64. Men preferred more in giving
praises to their peer whenever they got the correct answer. They got
the mean of 3.95 while the women were preferred to showing
acceptance to all shared by their peer which got the mean of 4.23.
2. In terms of age, we found out that age 20 got the highest total mean
of 4. They were more preferred to both item #6 and #9 which stated
as I always kept in my mind whatever ideas I gathered from my peer
and I construct my own interpretation based on what I have learned
from my peer. This both items got the same mean of 4 and
interpreted as apply all times, repeatedly. Same to personality, age
20 were ahead than other ages. They got the highest total mean of
4.1.
3. In terms of honor received according to cognitive skill ( Elementary
level), majority of them were preferred to item #9 which stated as I
construct my own interpretation based on what I have learned from my
peer. Most of them believed that they were learning more through the
construction of their own meaning. In terms of personality, #10 got the
highest overall mean of 4.35. It means that BEEd students mostly give

80

praises during peer tutoring. Motivation is good because it helps arises

the students confidence.
4. In terms of honor received according to cognitive skill (Secondary
level), both valedictorian and Salutatorian got the highest total mean
of 4 which interpreted as apply all times, repeatedly. Based on the
table, they were both agree in monitoring, evaluating, and adjust
different approaches to become self-directed learners.
In overall mean, majority of them were preferred to item #6 which
stated as I always kept in my mind whatever ideas I gathered from my
peer. This item got the highest overall mean of 4.40 which interpreted
as apply all times, repeatedly.
Conclusion:
1. Age, Sex and Honor received are important variables to be
considered in peer tutoring. (Packham, Cramphorn, &Miller,2001;
Packham, Jones, Miller, & Thomas, 2004;Rowntree, 2005) sites the
benefits associated with peer and cross age tutoring consist of the
mastery of academic skills, the development of social behaviors, and
enrichment of peer relations and interaction. Moreover, high achievers
students can contribute a lot since most of them loves to explore and
considered as a bookworm. Because of being bookish they may impart
more ideas to one another.

81

Recommendation:
1. The BEEd students should maintain peer tutoring in their class to
provide an alternative way of teaching. This will lessen the difficulty of
every learners in subject matter.
2. The BEEd students should not only focus to one or two character as
a tutor or tutee. He/she must be flexible at all time.
3. Each student should pay attention to all information shared by every
member to acquire better learning.

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDING TO SEX
MALE
N= 22
COGNITIVE SKILLS

OVERAL
L
MEAN

VERBAL
INTERPRET
N

82

1. I have sufficient
knowledge to be
shared to my peer.
2. I am confident to
share and express
my ideas to my
peer.
3. I think
analytically and
critically before I
express my ideas.
4. . I give feedback
whatever ideas I
heard from my peer.
5. I raise question if
I did not understand
the lesson well.
6 . I always kept in
my mind whatever
ideas I gathered
from my peer
7. I present an
alternative
explanation if
needed
8. I monitor,
evaluate and adjust
different approaches
to become selfdirected learners.
9. I construct my
own interpretations
based on what I
have learned from
the discussion.
PERSONALITY

11

3.59

Apply ma
times, frequ

3.68

Apply ma
times, frequ

10

3.68

Apply ma
times, frequ

11

3.27

Not always a

3.59

Apply ma
times, frequ

11

3.95

Apply ma
times, frequ

11

3.41

Apply ma
times, frequ

3.55

Apply ma
times, frequ

10

3.55

Apply ma
times, frequ

1. I show acceptance
what ideas shared
by my peer.
2. I humbly seeking

10

3.91

Apply ma
times, frequ

3.73

Apply ma

83

the interest of my
peer before we start
the lesson.
3. I always help my
peer whenever they
need assistance to
overcome their
difficulties
4. I give corrections
whenever my peer
gave
misinterpretations.
5, I follow the
settled time for our
peer tutoring
activity.
6. I present an
alternative
explanation if
needed.
7, I convey to the
student an
expectation that
he/she will learn and
improve.
8, I let the student
do the most of the
talking
9. I encourage my
peer to become
involved in the
discussion
10. As a member of
the group, I give
praises whenever
my member got the
correct answer.

times, frequ

3.82

Apply ma
times, frequ

3.45

Apply ma
times, frequ

10

3.77

Apply ma
times, frequ

3.68

Apply ma
times, frequ

10

3.5

Not always a

Not always a

3.59

Apply ma
times, frequ

3.95

Apply ma
times, frequ

84

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO SEX

COGNITIVE
SKILLS

Female
N=122
2
3

1. I have
sufficient
knowledge to be
shared to my
peer.
2. . I am
confident to
share and
express my ideas
to my peer.
3. I think
analytically and
critically before I
express my
ideas.
4.. I give
feedback
whatever ideas I
heard from my
peer.
5. . I raise
question if I did
not understand
the lesson well.
6 . I always kept
in my mind

60

49

56

OVERAL
L
MEAN
3.49

VERBAL
INTERPRETATIO
N
Apply many
times, frequently

43

19

3.63

Apply many
times, frequently

54

39

21

3.60

Apply many
times, frequently

18

59

30

15

3.34

Not always apply

18

50

37

16

3.40

Apply many
times, frequently

39

50

24

3.72

Apply many
times, frequently

85

whatever ideas I
gathered from
my peer
7. . I present an
alternative
explanation if
needed
8 I monitor,
evaluate and
adjust different
approaches to
become selfdirected
learners.
9 I construct my
own
interpretations
based on what I
have learned
from the
discussion.
PERSONALITY
1. I show
acceptance what
ideas shared by
my peer.
2. I humbly
seeking the
interest of my
peer before we
start the lesson.
3. I always help
my peer
whenever they
need assistance
to overcome
their difficulties
4. I give
corrections
whenever my

10

68

28

14

3.34

Not always apply

10

52

39

20

3.55

Apply many
times, frequently

44

48

26

3.79

Apply many
times, frequently

26

42

54

4.23

Apply all times,

repeatedly

38

57

21

3.76

Apply many
times, frequently

37

54

27

3.85

Apply many
times, frequently

46

47

20

3.64

Apply many
times, frequently

86

peer gave
misinterpretation
s.
5, I follow the
settled time for
our peer tutoring
activity.
6. I present an
alternative
explanation if
needed.
7, I convey to
the student an
expectation that
he/she will learn
and improve.
8, I let the
student do the
most of the
talking
9. I encourage
my peer to
become involved
in the discussion
10. As a
member of the
group, I give
praises
whenever my
member got the
correct answer.

10

52

44

14

3.48

Apply many
times, frequently

62

38

13

3.45

Apply many
times, frequently

55

42

16

3.53

Apply many
times, frequently

16

67

22

10

3.1

Not always apply

45

39

32

3.80

apply many
times, frequently

38

32

48

4.02

Apply all times,

repeatedly

87

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR AGE
Age 16
N=24

COGNITIVE
SKILLS
1. I have
sufficient
knowledge to be

12

11

OVERAL
L
MEAN
3.54

VERBAL
INTERPRETATIO
N
apply many
times, frequently

88

shared to my
peer.
2. I am
confident to
share and
express my ideas
to my peer.
3. I think
analytically and
critically before I
express my ideas.
4. . I give
feedback
whatever ideas I
heard from my
peer.
5. I raise
question if I did
not understand
the lesson well.
6 . I always kept
in my mind
whatever ideas I
gathered from my
peer
7. I present an
alternative
explanation if
needed
8. I monitor,
evaluate and
adjust different
approaches to
become selfdirected learners.
9. I construct my
own
interpretations
based on what I
have learned
from the

12

3.54

apply many
times, frequently

11

3.79

apply many
times, frequently

11

3.21

Not always apply

12

3.25

Not always apply

12

3.75

apply many
times, frequently

16

3.08

Not always apply

13

3.46

apply many
times, frequently

13

3.67

apply many
times, frequently

89

discussion.
PERSONALITY
1. I show
acceptance what
ideas shared by
my peer.
2. I humbly
seeking the
interest of my
peer before we
start the lesson.
3. I always help
my peer
whenever they
need assistance
to overcome their
difficulties
4. I give
corrections
whenever my
peer gave
misinterpretation
s.
5, I follow the
settled time for
our peer tutoring
activity.
6. I present an
alternative
explanation if
needed.
7, I convey to
the student an
expectation that
he/she will learn
and improve.
8, I let the
student do the
most of the
talking

10

4.21

Apply all times,

repeatedly

16

3.75

apply many
times, frequently

3.92

apply many
times, frequently

11

3.67

apply many
times, frequently

12

10

3.58

apply many
times, frequently

16

3.25

Not always apply

13

3.38

Not always apply

14

2.96

Not always apply

90

9. I encourage
my peer to
become involved
in the discussion
10. As a member
of the group, I
give praises
whenever my
member got the
correct answer.

14

3.38

Not always apply

12

3.79

apply many
times, frequently

91

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR AGE
Age 17
N=47
COGNITIVE
SKILLS

OVERAL
L
MEAN
3.47

VERBAL
INTERPRET
N
apply ma
times, frequ

1. I have sufficient
knowledge to be
shared to my peer.
2. I am confident
to share and
express my ideas to
my peer.
3. I think
analytically and
critically before I
express my ideas.
4. . I give feedback
whatever ideas I
heard from my
peer.
5. I raise question
if I did not
understand the
lesson well.
6 . I always kept in
my mind whatever
ideas I gathered
from my peer
7. I present an
alternative
explanation if
needed
8. I monitor,
evaluate and adjust
different

23

17

23

11

11

3.66

apply ma
times, frequ

19

15

3.61

apply ma
times, frequ

10

20

13

3.23

Not always a

19

18

3.36

Not always a

18

17

3.62

apply ma
times, frequ

26

3.26

Not always a

15

15

3.51

apply ma
times, frequ

92

approaches to
become selfdirected learners.
9. I construct my
own interpretations
based on what I
have learned from
the discussion.
PERSONALITY
1. I show
acceptance what
ideas shared by my
peer.
2. I humbly
seeking the interest
of my peer before
we start the lesson.
3. I always help my
peer whenever they
need assistance to
overcome their
difficulties
4. I give
corrections
whenever my peer
gave
misinterpretations.
5, I follow the
settled time for our
peer tutoring
activity.
6. I present an
alternative
explanation if
needed.
7, I convey to the
student an
expectation that
he/she will learn
and improve.

20

14

11

3.72

apply ma
times, frequ

15

16

15

3.64

apply ma
times, frequ

17

18

3.70

apply ma
times, frequ

14

19

10

3.74

apply ma
times, frequ

15

15

12

3.09

Not always a

18

18

3.57

apply ma
times, frequ

16

14

10

3.56

apply ma
times, frequ

19

17

3.57

apply ma
times, frequ

93

8, I let the student

do the most of the
talking
9. I encourage my
peer to become
involved in the
discussion
10. As a member
of the group, I give
praises whenever
my member got the
correct answer.

26

2.85

Apply onc

17

16

11

3.74

apply ma
times, frequ

13

14

15

3.66

apply ma
times, frequ

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR AGE
Age 18
N=28
COGNITIVE
SKILLS
1. I have
sufficient
knowledge to be
shared to my
peer.
2. I am
confident to
share and
express my ideas
to my peer.
3. I think
analytically and
critically before I

5
2

OVERALL
MEAN
3.46

Verbal
Interpretation
apply many
times, frequent

15

10

14

11

3.5

Not always app

3.46

apply many
times, frequent

94

express my ideas.
4. . I give
feedback
whatever ideas I
heard from my
peer.
5. I raise
question if I did
not understand
the lesson well.
6 . I always kept
in my mind
whatever ideas I
gathered from my
peer
7. I present an
alternative
explanation if
needed
8. I monitor,
evaluate and
adjust different
approaches to
become selfdirected learners.
9. I construct my
own
interpretations
based on what I
have learned
from the
discussion.
PERSONALITY

16

3.32

apply many
times, frequent

14

3.39

apply many
times, frequent

14

3.64

apply many
times, frequent

15

3.36

Not always app

16

3.25

Not always app

14

10

3.5

Not always app

1. I show
acceptance what
ideas shared by
my peer.
2. I humbly
seeking the
interest of my

12

11

4.21

Apply all times

repeatedly

11

10

3.64

apply many
times, frequent

95

peer before we
start the lesson.
3. I always help
my peer
whenever they
need assistance
to overcome their
difficulties
4. I give
corrections
whenever my
peer gave
misinterpretation
s.
5, I follow the
settled time for
our peer tutoring
activity.
6. I present an
alternative
explanation if
needed.
7, I convey to
the student an
expectation that
he/she will learn
and improve.
8, I let the
student do the
most of the
talking
9. I encourage
my peer to
become involved
in the discussion
10. As a member
of the group, I
give praises
whenever my
member got the
correct answer.

15

3.68

apply many
times, frequent

11

11

3.39

Not always app

16

3.18

Not always app

16

3.36

Not always app

12

4.39

Apply all times

repeatedly

15

3.75

apply many
times, frequent

12

10

3.57

apply many
times, frequent

10

10

3.79

apply many
times, frequent

96

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR AGE
Age 19
N=20

97

COGNITIVE
SKILLS
1. I have sufficient
knowledge to be
shared to my peer.
2. I am confident
to share and
express my ideas
to my peer.
3. I think
analytically and
critically before I
express my ideas.
4. . I give
feedback
whatever ideas I
heard from my
peer.
5. I raise question
if I did not
understand the
lesson well.
6 . I always kept in
my mind whatever
ideas I gathered
from my peer
7. I present an
alternative
explanation if
needed
8. I monitor,
evaluate and
adjust different
approaches to
become selfdirected learners.
9. I construct my
own
interpretations
based on what I
have learned from

5
2

OVERALL
MEAN
3.55

Verbal
Interpretation
apply many
times, frequen

11

10

4.45

Apply all times

repeatedly

3.3

Not always ap

3.65

apply many
times, frequen

3.6

Not always ap

11

3.9

Not always ap

13

3.8

Not always ap

3.65

apply many
times, frequen

10

3.9

Not always ap

98

the discussion.
PERSONALITY
1. I show
acceptance what
ideas shared by
my peer.
2. I humbly
seeking the
interest of my
peer before we
start the lesson.
3. I always help
my peer whenever
they need
assistance to
overcome their
difficulties
4. I give
corrections
whenever my peer
gave
misinterpretations.
5, I follow the
settled time for
our peer tutoring
activity.
6. I present an
alternative
explanation if
needed.
7, I convey to the
student an
expectation that
he/she will learn
and improve.
8, I let the student
do the most of the
talking
9. I encourage my
peer to become

10

4.3

Apply all times

repeatedly

3.75

apply many
times, frequen

4.2

Apply all times

repeatedly

3.7

Not always ap

3.6

Not always ap

11

3.55

apply many
times, frequen

3.75

apply many
times, frequen

10

3.5

Not always ap

3.95

apply many
times, frequen

99

involved in the
discussion
10. As a member
of the group, I give
praises whenever
my member got
the correct
answer.

4.1

Apply all times

repeatedly

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR AGE
Age 20
N=10
COGNITIVE
SKILLS
1. I have
sufficient
knowledge to be
shared to my
peer.
2. I am
confident to
share and
express my ideas
to my peer.
3. I think
analytically and
critically before I
express my ideas.
4. . I give
feedback
whatever ideas I
heard from my
peer.
5. I raise
question if I did
not understand

OVERALL
MEAN
4

Verbal
Interpretation
Apply all times,
repeatedly

4.1

Apply all times,

repeatedly

3.8

Not always app

3.9

Not always app

3.8

Not always app

100

the lesson well.

6 . I always kept
in my mind
whatever ideas I
gathered from my
peer
7. I present an
alternative
explanation if
needed
8. I monitor,
evaluate and
adjust different
approaches to
become selfdirected learners.
9. I construct my
own
interpretations
based on what I
have learned
from the
discussion.
PERSONALITY

4.4

Apply all times,

repeatedly

4.2.

Apply all times,

repeatedly

4.2

Apply all times,

repeatedly

4.4

Apply all times,

repeatedly

1. I show
acceptance what
ideas shared by
my peer.
2. I humbly
seeking the
interest of my
peer before we
start the lesson.
3. I always help
my peer
whenever they
need assistance
to overcome their
difficulties

4.2.

Apply all times,

repeatedly

Apply all times,

repeatedly

Apply all times,

repeatedly

101

4. I give
corrections
whenever my
peer gave
misinterpretation
s.
5, I follow the
settled time for
our peer tutoring
activity.
6. I present an
alternative
explanation if
needed.
7, I convey to
the student an
expectation that
he/she will learn
and improve.
8, I let the
student do the
most of the
talking
9. I encourage
my peer to
become involved
in the discussion
10. As a member
of the group, I
give praises
whenever my
member got the
correct answer.

4.2

Apply all times,

repeatedly

4.2

Apply all times,

repeatedly

Apply all times,

repeatedly

3.7

Not always app

3.8

Not always app

4.3

Apply all times,

repeatedly

4.6

Apply all times,

repeatedly

102

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR AGE
Age 21 and above
N=15
COGNITIVE
SKILLS
1. I have sufficient
knowledge to be
shared to my peer.
2. I am confident
to share and
express my ideas
to my peer.

OVERALL
MEAN
3.2

Verbal
Interpretation
Not always ap

3.67

apply many
times, frequen

103

3. I think
analytically and
critically before I
express my ideas.
4. . I give feedback
whatever ideas I
heard from my
peer.
5. I raise question
if I did not
understand the
lesson well.
6 . I always kept in
my mind whatever
ideas I gathered
from my peer
7. I present an
alternative
explanation if
needed
8. I monitor,
evaluate and adjust
different
approaches to
become selfdirected learners.
9. I construct my
own interpretations
based on what I
have learned from
the discussion.
PERSONALITY

3.67

3.4

1. I show
acceptance what
ideas shared by my
peer.
2. I humbly
seeking the
interest of my peer
before we start the

apply many
times, frequen

Not alw
apply

3.53

apply many
times, frequen

3.87

apply many
times, frequen

3.27

Not always ap

3.67

apply many
times, frequen

3.6

Not always ap

4.47

Apply all time

repeatedly

4.13

Apply all time

repeatedly

104

lesson.
3. I always help
my peer whenever
they need
assistance to
overcome their
difficulties
4. I give
corrections
whenever my peer
gave
misinterpretations.
5, I follow the
settled time for our
peer tutoring
activity.
6. I present an
alternative
explanation if
needed.
7, I convey to the
student an
expectation that
he/she will learn
and improve.
8, I let the student
do the most of the
talking
9. I encourage my
peer to become
involved in the
discussion
10. As a member
of the group, I give
praises whenever
my member got
the correct answer.

3.87

apply many
times, frequen

3.4

Not always ap

3.6

Not always ap

4.2

Apply all time

repeatedly

3.2

Not always ap

3.47

apply many
times, frequen

4.07

Apply all time

repeatedly

4.33

Apply all time

repeatedly

105

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR HONOR RECEIVED ( ELEMENTARY)
VALEDICTORIAN
N=15
COGNITIVE
SKILLS
1. I have
sufficient
knowledge to be
shared to my
peer.
2. I am
confident to
share and
express my ideas
to my peer.
3. I think
analytically and
critically before I
express my
ideas.
4. . I give
feedback
whatever ideas I
heard from my
peer.
5. I raise
question if I did
not understand
the lesson well.
6 . I always kept
in my mind
whatever ideas I
gathered from
my peer
7. I present an
alternative
explanation if

OVERALL
MEAN
3.73

Verbal
Interpretation
apply many
times, frequentl

3.73

apply many
times, frequentl

3.87

apply many
times, frequentl

3.33

Not always appl

3.73

apply many
times, frequentl

Apply all times,

repeatedly

3.53

apply many
times, frequentl

106

needed
8. I monitor,
evaluate and
adjust different
approaches to
become selfdirected
learners.
9. I construct
my own
interpretations
based on what I
have learned
from the
discussion.
PERSONALITY

3.93

apply many
times, frequentl

4.2

Apply all times,

repeatedly

1. I show
acceptance what
ideas shared by
my peer.
2. I humbly
seeking the
interest of my
peer before we
start the lesson.
3. I always help
my peer
whenever they
need assistance
to overcome
their difficulties
4. I give
corrections
whenever my
peer gave
misinterpretation
s.
5, I follow the
settled time for
our peer tutoring

4.27

Apply all times,

repeatedly

4.07

Apply all times,

repeatedly

4.07

Apply all times,

repeatedly

3.67

apply many
times, frequentl

3.6

Not always appl

107

activity.
6. I present an
alternative
explanation if
needed.
7, I convey to
the student an
expectation that
he/she will learn
and improve.
8, I let the
student do the
most of the
talking
9. I encourage
my peer to
become involved
in the discussion
10. As a
member of the
group, I give
praises
whenever my
member got the
correct answer.

3.53

apply many
times, frequentl

3.67

apply many
times, frequentl

3.07

Not always appl

3.8

Not always appl

4.2

Apply all times,

repeatedly

108

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR HONOR RECEIVED
SALUTATORIAN
N=12
COGNITIVE
SKILLS
1. I have sufficient
knowledge to be
shared to my peer.
2. I am confident
to share and
express my ideas
to my peer.
3. I think
analytically and
critically before I
express my ideas.

Verbal
Interpretation

OVERALL
MEAN
3.92

Apply all time

repeatedly

Apply all time

repeatedly

109

4. . I give feedback
whatever ideas I
heard from my
peer.
5. I raise question
if I did not
understand the
lesson well.
6 . I always kept in
my mind whatever
ideas I gathered
from my peer
7. I present an
alternative
explanation if
needed
8. I monitor,
evaluate and adjust
different
approaches to
become selfdirected learners.
9. I construct my
own interpretations
based on what I
have learned from
the discussion.
PERSONALITY

3.5

Not always ap

3.75

apply many
times, frequen

3.67

apply many
times, frequen

3.42

apply many
times, frequen

Apply all time

repeatedly

3.83

apply many
times, frequen

1. I show
acceptance what
ideas shared by my
peer.
2. I humbly
seeking the
interest of my peer
before we start the
lesson.
3. I always help
my peer whenever
they need

4.42

Apply all time

repeatedly

Apply all time

repeatedly

4.25

apply many
times, frequen

110

assistance to
overcome their
difficulties
4. I give
corrections
whenever my peer
gave
misinterpretations.
5, I follow the
settled time for our
peer tutoring
activity.
6. I present an
alternative
explanation if
needed.
7, I convey to the
student an
expectation that
he/she will learn
and improve.
8, I let the student
do the most of the
talking
9. I encourage my
peer to become
involved in the
discussion
10. As a member
of the group, I give
praises whenever
my member got
the correct answer.

3.75

apply many
times, frequen

3.92

apply many
times, frequen

3.67

apply many
times, frequen

3.83

apply many
times, frequen

3.58

apply many
times, frequen

4.25

Apply all time

repeatedly

4.33

Apply all time

repeatedly

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR HONOR RECEIVED
HONORABLE MENTION

111

N=33
COGNITIVE
SKILLS
1. I have
sufficient
knowledge to be
shared to my
peer.
2. I am
confident to
share and
express my ideas
to my peer.
3. I think
analytically and
critically before I
express my
ideas.
4. . I give
feedback
whatever ideas I
heard from my
peer.
5. I raise
question if I did
not understand
the lesson well.
6 . I always kept
in my mind
whatever ideas I
gathered from
my peer
7. I present an
alternative
explanation if
needed
8. I monitor,
evaluate and
adjust different
approaches to

5
5

OVERALL
MEAN
3.67

Verbal
Interpretation
apply many
times, frequentl

13

13

11

3.79

apply many
times, frequentl

15

3.88

apply many
times, frequentl

13

10

3.55

apply many
times, frequentl

10

13

3.82

apply many
times, frequentl

16

2.82

apply many
times, frequentl

11

3.24

Not always appl

11

10

10

3.85

apply many
times, frequentl

112

become selfdirected learners.

9. I construct my
own
interpretations
based on what I
have learned
from the
discussion.
PERSONALITY
1. I show
acceptance what
ideas shared by
my peer.
2. I humbly
seeking the
interest of my
peer before we
start the lesson.
3. I always help
my peer
whenever they
need assistance
to overcome
their difficulties
4. I give
corrections
whenever my
peer gave
misinterpretation
s.
5, I follow the
settled time for
our peer tutoring
activity.
6. I present an
alternative
explanation if
needed.
7, I convey to

11

13

3.94

apply many
times, frequentl

11

12

3.97

apply many
times, frequentl

17

3.85

apply many
times, frequentl

15

3.91

apply many
times, frequentl

11

13

3.76

apply many
times, frequentl

11

13

3.67

apply many
times, frequentl

10

13

3.82

apply many
times, frequentl

15

13

3.61

apply many

113

the student an
expectation that
he/she will learn
and improve.
8, I let the
student do the
most of the
talking
9. I encourage
my peer to
become involved
in the discussion
10. As a
member of the
group, I give
praises whenever
my member got
the correct
answer.

times, frequentl

13

10

3.21

Not always appl

10

13

3.91

apply many
times, frequentl

10

13

4.1

Apply all times,

repeatedly

114

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR HONOR RECEIVED
WITH HONOR
N=4
2
3

COGNITIVE SKILLS

5
1

OVERALL
MEAN
3.5

Verbal
Interpretation
Not always a

1. I have sufficient
knowledge to be
shared to my peer.
2. I am confident
to share and
express my ideas to
my peer.
3. I think
analytically and
critically before I
express my ideas.
4. . I give feedback
whatever ideas I
heard from my peer.
5. I raise question if
I did not understand
the lesson well.
6 . I always kept in
my mind whatever
ideas I gathered
from my peer
7. I present an
alternative

Apply all time

repeatedly

Apply all time

repeatedly

Apply all time

repeatedly

3.75

apply many
times, freque

4.25

Apply all time

repeatedly

4.25

Apply all time

repeatedly

115

explanation if
needed
8. I monitor,
evaluate and adjust
different
approaches to
become selfdirected learners.
9. I construct my
own interpretations
based on what I
have learned from
the discussion.
PERSONALITY
1. I show
acceptance what
ideas shared by my
peer.
2. I humbly seeking
the interest of my
peer before we start
the lesson.
3. I always help my
peer whenever they
need assistance to
overcome their
difficulties
4. I give corrections
whenever my peer
gave
misinterpretations.
5, I follow the
settled time for our
peer tutoring
activity.
6. I present an
alternative
explanation if
needed.
7, I convey to the

4.25

Apply all time

repeatedly

4.5

Apply all time

repeatedly

3.5

Not always a

4.5

Apply all time

repeatedly

4.75

Apply all time

repeatedly

3.5

Not always a

4.5

Apply all time

repeatedly

3.5

Not always a

3.5

Not always a

116

student an
expectation that
he/she will learn
and improve.
8, I let the student
do the most of the
talking
9. I encourage my
peer to become
involved in the
discussion
10. As a member of
the group, I give
praises whenever
my member got the
correct answer.

3.5

Not always a

4.25

Apply all time

repeatedly

4.75

Apply all time

repeatedly

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR HONOR RECEIVED (SECONDARY)
VALEDICTORIAN
N=4
COGNITIVE SKILLS

1. I have sufficient
knowledge to be shared
to my peer.
2. I am confident to
share and express my
ideas to my peer.

OVERALL
MEAN
3.5

Verbal
Interpreta
Not alway

Apply all
repeated

117

3. I think analytically
and critically before I
express my ideas.
4. . I give feedback
whatever ideas I heard
from my peer.
5. I raise question if I
did not understand the
lesson well.
6 . I always kept in my
mind whatever ideas I
gathered from my peer
7. I present an
alternative explanation
if needed
8. I monitor, evaluate
and adjust different
approaches to become
self-directed learners.
9. I construct my own
interpretations based
on what I have learned
from the discussion.
PERSONALITY

4.25

Apply all
repeated

3.75

apply ma
times, fre

4.25

Apply all
repeated

4.5

Apply all
repeated

3.5

Not alway

4.25

Apply all
repeated

4.25

Apply all
repeated

1. I show acceptance
what ideas shared by
my peer.
2. I humbly seeking the
interest of my peer
before we start the
lesson.
3. I always help my
peer whenever they
need assistance to
overcome their
difficulties
4. I give corrections
whenever my peer gave
misinterpretations.
5, I follow the settled
time for our peer

4.75

Apply all
repeated

4.25

Apply all
repeated

4.5

Apply all
repeated

3.75

apply ma
times, fre

3.75

apply ma
times, fre

118

tutoring activity.
6. I present an
alternative explanation
if needed.
7, I convey to the
student an expectation
that he/she will learn
and improve.
8, I let the student do
the most of the talking
9. I encourage my peer
to become involved in
the discussion
10. As a member of the
group, I give praises
whenever my member
got the correct answer.

3.25

Not alway

3.5

Not alway

2.75

Not alway

3.75

apply ma
times, fre

4.5

Apply all
repeated

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR HONOR RECEIVED ( SECONDARY)
SALUTATORIAN

119

N=4
COGNITIVE
SKILLS
1. I have sufficient
knowledge to be
shared to my peer.
2. I am confident
to share and
express my ideas
to my peer.
3. I think
analytically and
critically before I
express my ideas.
4. . I give feedback
whatever ideas I
heard from my
peer.
5. I raise question
if I did not
understand the
lesson well.
6 . I always kept in
my mind whatever
ideas I gathered
from my peer
7. I present an
alternative
explanation if
needed
8. I monitor,
evaluate and
adjust different
approaches to
become selfdirected learners.
9. I construct my
own interpretations
based on what I
have learned from

5
1

OVERALL
MEAN
4

Verbal
Interpretation
Apply all time
repeatedly

Apply all time

repeatedly

Apply all time

repeatedly

3.5

Not always ap

Apply all time

repeatedly

4.25

Apply all time

repeatedly

4.25

Apply all time

repeatedly

4.25

Apply all time

repeatedly

Apply all time

repeatedly

120

the discussion.
PERSONALITY
1. I show
acceptance what
ideas shared by my
peer.
2. I humbly
seeking the
interest of my peer
before we start the
lesson.
3. I always help
my peer whenever
they need
assistance to
overcome their
difficulties
4. I give
corrections
whenever my peer
gave
misinterpretations.
5, I follow the
settled time for our
peer tutoring
activity.
6. I present an
alternative
explanation if
needed.
7, I convey to the
student an
expectation that
he/she will learn
and improve.
8, I let the student
do the most of the
talking
9. I encourage my
peer to become

4.25

Apply all time

repeatedly

3.75

Apply all time

repeatedly

3.5

Not always ap

3.5

Not always ap

4.5

Apply all time

repeatedly

3.75

Apply all time

repeatedly

3.75

Apply all time

repeatedly

3.5

Not always ap

4.25

Apply all time

repeatedly

121

involved in the
discussion
10. As a member
of the group, I give
praises whenever
my member got
the correct answer.

4.5

Apply all time

repeatedly

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR HONOR RECEIVED (SECONDARY)
HONORABLE MENTION
N=21
COGNITIVE SKILLS

5
4

OVERALL
MEAN
3.71

Verbal
Interpretat
apply man
times, freq

1. I have sufficient
knowledge to be
shared to my peer.
2. I am confident to
share and express my
ideas to my peer.
3. I think analytically
and critically before I
express my ideas.
4. . I give feedback
whatever ideas I
heard from my peer.
5. I raise question if I
did not understand
the lesson well.
6 . I always kept in my
mind whatever ideas I
gathered from my
peer
7. I present an
alternative
explanation if needed

3.76

apply man
times, freq

3.86

apply man
times, freq

3.1

Not always

17

3.43

apply man
times, freq

3.86

apply man
times, freq

11

3.33

Not always

122

8. I monitor, evaluate
and adjust different
approaches to become
self-directed learners.
9. I construct my own
interpretations based
on what I have
learned from the
discussion.
PERSONALITY

3.81

apply man
times, freq

3.96

apply man
times, freq

1. I show acceptance
what ideas shared by
my peer.
2. I humbly seeking
the interest of my
peer before we start
the lesson.
3. I always help my
peer whenever they
need assistance to
overcome their
difficulties
4. I give corrections
whenever my peer
gave
misinterpretations.
5, I follow the settled
time for our peer
tutoring activity.
6. I present an
alternative
explanation if needed.
7, I convey to the
student an
expectation that
he/she will learn and
improve.
8, I let the student do
the most of the talking
9. I encourage my

4.14

Apply all ti
repeatedly

Apply all ti
repeatedly

10

Apply all ti
repeatedly

3.71

apply man
times, freq

10

3.57

apply man
times, freq

3.62

apply man
times, freq

3.91

apply man
times, freq

3.57

3.86

apply man
times, freq
apply man

123

peer to become
involved in the
discussion
10. As a member of
the group, I give
praises whenever my
member got the
correct answer.

times, freq

10

4.24

Apply all ti
repeatedly

FREQUENCY DISTRIBUTION OF PEER TUTORING OF BEED

STUDENTS OF PSU-URDANETA
ACCORDINF TO THEIR HONOR RECEIVED ( SECONDARY)
WITH HONOR
N=1
COGNITIVE SKILLS

1. I have sufficient
knowledge to be
shared to my peer.
2. I am confident to
share and express my
ideas to my peer.
3. I think analytically
and critically before I
express my ideas.
4. . I give feedback
whatever ideas I

OVERALL
MEAN
2

Verbal
Interpretat
Apply o

Apply all t
repeate

Apply all t
repeate

Apply o

124

heard from my peer.

5. I raise question if I
did not understand
the lesson well.
6 . I always kept in my
mind whatever ideas I
gathered from my
peer
7. I present an
alternative
explanation if needed
8. I monitor, evaluate
and adjust different
approaches to become
self-directed learners.
9. I construct my own
interpretations based
on what I have
learned from the
discussion.
PERSONALITY

Apply all t
repeate

Apply all t
repeate

Not always

Apply all t
repeate

Apply all t
repeate

1. I show acceptance
what ideas shared by
my peer.
2. I humbly seeking
the interest of my
peer before we start
the lesson.
3. I always help my
peer whenever they
need assistance to
overcome their
difficulties
4. I give corrections
whenever my peer
gave
misinterpretations.
5, I follow the settled
time for our peer
tutoring activity.

Apply all t
repeate

Apply all t
repeate

Apply all t
repeate

Apply all t
repeate

Apply all t
repeate

125

6. I present an
alternative
explanation if needed.
7, I convey to the
student an
expectation that
he/she will learn and
improve.
8, I let the student do
the most of the talking
9. I encourage my
peer to become
involved in the
discussion
10. As a member of
the group, I give
praises whenever my
member got the
correct answer.

Not always

Apply all t
repeate

Apply o

Apply all t
repeate

Apply all t
repeate

Noralyn Zabala Jacob

#12 Mendoza St. Poblacion, Binalonan Pangasinan
jacob_noralynz@yahoo.com
contact# 09096277591

Skills:
Playing Instruments
Singing

126

Lyrical Composer
Cooking
Education:
TERTIARY EDUCATION
Bachelor Of Science In Elementary Education
Pangasinan State University Urdaneta Campus
Urdaneta City Pangasinan
June 2010- Present
SECONDARY EDUCATION
Juan G. Macaraeg National High School
Binalonan, Pangasinan
June 2006-2010
ELEMENTARY EDUCATION
South Central School
Poblacion, Binalonan, Pangasinan
June 2000-2006
SEMINAR ATTENDED
Seminar-Workshop on Human Relations and Communication
Laboratory
Pangasinan State University Urdaneta Campus
Urdaneta City, Pangasinan
October 5-7, 2011

Seminar-Workshop on Test Construction and Assessment Tolls

Pangasinan State University Urdaneta Campus

127

Urdaneta City, Pangasinan

July 24, 2012

Seminar-Workshop on Writing Business Correspondence

Pangasinan State University Urdaneta Campus
Urdaneta City, Pangasinan
October 25, 2012
2012 National Seminar-Workshop for K to 12 Curriculum and
Mother Tongue-Based Multilingual Education
Prince Bernhard Hall, Saint Louis University
Baguio City, Philippines
October 25-28, 2012

Seminar-Workshop on Multiliteracies, Teaching and Research

Capabilities
Pangasinan State University Urdaneta Campus
Urdaneta City, Pangasinan
January 24-26,2013

Seminar-Workshop on the Trends and Issues in Philippines

Educational Psychology
Pangasinan State University Urdaneta Campus
Urdaneta City, Pangasinan
October 4-5, 2013

Personal details

128

Age

: 20 years old

Birthday

September 9,1993

Civil status

Single

Citizenship

Filipino

Religion

Roman Catholic

Height

49

Weight

45 kg

Language
Ilocano

English, Filipino, Pangasinan,

CHARACTER REFERENCE
Dr. Angelita S. Nagun
Area Chair, Teacher Education Department
Pangasinan State University
Urdaneta City PangasinPHOEBELINE MEJIA
227 BARANGAY ALACAN MALASIQUI PANGASINAN
phoebelinemejia@yahoo.com
contact# 09074017955

Skills:
Dancing
Cooking
Education:

129

TERTIARY EDUCATION
Bachelor Of Science In Elementary Education
Pangasinan State University Urdaneta Campus
Urdaneta City Pangasinan
June 2011- Present
SECONDARY EDUCATION
Malasiqui catholic school
Bonifacio street malasiqui pangasinan
June 2007- march 2011
ELEMENTARY EDUCATION
Alacan-Guilig Elementary School
Barangay Alacan Malasiqui Pangasinan
June 2006- March 2007

SEMINAR ATTENDED
Seminar-Workshop on Human Relations and Communication
Laboratory
Pangasinan State University Urdaneta Campus
Urdaneta City, Pangasinan
October 5-7, 2011

Seminar-Workshop on Test Construction and Assessment Tolls

Pangasinan State University Urdaneta Campus
Urdaneta City, Pangasinan

130

July 24, 2012

Seminar-Workshop on Writing Business Correspondence

Pangasinan State University Urdaneta Campus
Urdaneta City, Pangasinan
October 25, 2012

Seminar-Workshop on Multiliteracies, Teaching and Research

Capabilities
Pangasinan State University Urdaneta Campus
Urdaneta City, Pangasinan
January 24-26,2013

Personal details

Age

: 19 years old

Birthday

July 30 1994

Civil status

Single

Citizenship

Filipino

Religion

Roman Catholic

Height

52

Weight

50

Language
Ilocano

English, Filipino, Pangasinan,

131

CHARACTER REFERENCE
Dr. Angelita S. Nagun
Area Chair, Teacher Education Department
Pangasinan State University
Urdaneta City Pangasinan

ACKNOWLEDGEMENT
The creation of a research like this thesis in never an isolated
endeavor. To
move from imagination to completion of this book required the
encouragement, support, assistance and understanding .
We wish to think the following in giving support
In making this thesis comes into reality.
To my classmates, BEED III. For the teamwork
We have shown to each and being united as one.
To my parents, for the unending support that they

132

Have shared through financially and the

Encouragement in making this thesis.
And to our Almighty God, in giving enough
Knowledge skills and patience in making this thesis.
Without him,this thesis would not exist.
And to all the people who shared their knowledge
In making this thesis but were not mentioned above,
I gratefully acknowledge your effort and its appreciated.

NORALYN JACOB
PHOEBELINE MEJIA
(Researchers)

133