Republic of the Philippines

Inter-Global College Foundation Incorporated

Barangay Bocohan Lucena City

Peer Tutoring in Learning Basic Calculus as Perceived by Grade 11

Students of Inter-Global College Foundation Inc.

Lucena City

A Research presented to the faculty

of the Senior High School Department

In Partial fulfilment of the requirements in

Qualitative Research Methods

And Report Writing

By:

Abot, Brix RL

Jarviña, Christian Jay H.

Maningas, Aaron Cris

Marquez, David Craig

Nerias, Roy Matthew

Nieves, Homer

January 2019
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

It is probable that peer and cross age tutoring have been in some measure part of human
existence since "hunter-gatherer" times. Tutorial instruction, parents teaching their offspring how
to make a fire and to hunt and adolescents instructing younger siblings about edible berries and
roots, was probably the first pedagogy among primitive societies (Jenkins and Jenkins 2016).

Sharing knowledge has been a nature to humans and tutoring is not only seen in schools
but in our home too. Humans gain knowledge with instructions and tutorials since “hunter-
gatherer” times and giving instructions to someone can help them to survive.

Formal education has a long tradition of children teaching other children. The teacher in
the one room school, which characterized our early education system, relied on this technique.
As far back as fourteenth century Europe, schoolmasters used their best elder scholars as
teachers of the other students (Briggs 2015). The first systematic use of peer tutoring was by
Andrew Bell in the late eighteenth century. He used children to tutor other children with the view
of educating both the tutors and tutees (Goodland and Hirst 2016).

Peer tutoring has been a tradition in formal education. This technique is used since the
early education system and this technique characterized the system back then when the reason of
studying is to learn and not to compete. For example, Andrew Bell used children to tutor other
children with the view of educating both the tutor and the tutees moreover, this led to the first
systematic use of peer tutoring in the fourteenth century.

At one occasion or another nearly everyone has been engaged in tutoring, though the
experience may not have been part of an organized tutoring program. It is more likely that it
consisted of one person informally instructing or assisting another. This happens almost naturally
with children in school settings whether or not they have been instructed to tutor. It is a scenario
that is repeated many times each day in schools around the country. When educators can build
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

upon peer tutoring and mold it into an organized process, it becomes a powerful learning tool for
all involved (Cotton 2015)

Nearly everyone has been engaged in tutoring, though it may not be a part of an
organized tutoring program it is still considered tutoring. When one person informally instructs
or assists another it is considered tutoring and students experiences this everyday unconsciously
and it becomes a powerful learning tool or strategy especially in learning Basic Calculus.

Peer learning is a broad learning strategy. It covers a wide range of activities through
which people learn through different techniques. Peer learning can be termed as a
technique of moving beyond independent to interdependent or mutual learning. Through this
the students learn to a great extent by elaborating their views to others. They also participate
in such kind of activities in which they are able to learn from their peers. Peer learning
enables the students to develop their skills to organize and plan learning activities,
working in collaboration with others, giving and receiving feedback about their work and
finally evaluation of their own learning. Nowadays the importance of peer learning is
increasing and it has become the part of many courses in a wide range of contexts and
disciplines in many countries of the world.
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

Statement of the Problem

Generally, this study aims to know the perception of Grade 11 students of Inter-Global
College Foundation Inc. on Peer Tutoring in Learning Basic Calculus.

Specifically, this study seeks to answer the following question:

1. What is the demographic profile of the respondents in terms of:

a. Name
b. Age
c. And Gender
2. What are the impacts of peer tutoring in the Academic Performance of students?
3. How can peer tutoring help students with Basic Calculus?
4. What are the advantages of peer tutoring?
5. What are the disadvantages of peer tutoring?
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

Significance of the Study

The study “Peer Tutoring in Learning Basic Calculus as Perceived by Grade 11 students of
Inter-Global College Foundation Inc. Lucena City“ is significant to the following:

To the Students,

The students will find out the positive results of peer tutoring and it will improve their
skills in the subject Basic Calculus and they will engage in group activities with their peers as a
result they will gain interest in studying Basic Calculus and they will have higher grades. They
will learn how to socialize with their peers while learning at the same time.

To the Parents,

The parents will be aware that peer studying has a positive effect on the academic
performance of their children.

To the Teachers,

The teachers will consider peer studying as a way to improve their students’ academic skills
and will support peer studying in the classroom.

To the School Administrators,

This study will help in planning their goal, to organize, administrate and to supervise the
school to guide the teaching and non-teaching staff and students of the institution, to promote
peer tutoring not only on Basic Calculus but on other subjects too.

To the Future Researchers,

The Future Researchers will benefited on this research since it will serve as reference for
students who will make a further study about the topic. The proposed study will benefit and help
the future researcher as their guide. The study can also open in development of this study. They
will be able to use this data to get the ideas and references if they planning to conduct the same
study.
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

Scope and Limitation

The study will be limited to exploring the Peer Tutoring in Learning Basic Calculus as
Perceived by Grade 11 students of Inter-Global College Foundation Inc. Lucena City. There will
be twenty (10) respondents from the school of Inter-Global College Foundation Inc.

Also the study focuses on formulating possible solutions in the addressing the Peer
Tutoring in Learning Basic Calculus as Perceived by Grade 11 students of Inter-Global College
Foundation Inc. Lucena City. The solution will help the institution to be aware that peer tutoring
is effective.
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

Conceptual Paradigm

INPUT OUTPUT
PROCESS
1. What is the
demographic profile of * Conduct of semi- *To determine the
the respondents in structured oral effect of peer tutoring
terms of: interview on students in the
subject Basic Calculus
a. Name
* To produce
b. Age
informative material
c. And Gender that discusses
important topics
2. What are the impacts
of peer tutoring in the regarding the study.
Academic Performance
of students?
3. How can peer
tutoring help students
with Basic Calculus?
4. What are the
advantages of peer
tutoring in learning
Basic Calculus?
5. What are the
disadvantages of peer
tutoring in learning
Basic Calculus?

Figure 1. The Input- Process- Output (IPO) Model for Peer Tutoring in Learning Basic Calculus as Perceived
by Grade 11 students of Inter-Global College Foundation Inc. Lucena City

The figure shows the IPO model for the study. The input consists of demographic profile
of the respondents. Also, the effects of Peer Tutoring as well as its advantages and disadvantages
are included. Meanwhile, the process undertaken by the study was the conduct of oral interview.
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

Finally, the output of the study is to determine the effect of peer tutoring on students in the
subject Basic Calculus and to produce an informative material about the topic.

Conceptual Framework

Peer tutoring has been researched as an effective strategy to engage students and promote
academic success. It improves mathematics performance for students at risk or experiencing
mathematics disabilities (Lazarus, 2014). Findings of 65 independent evaluations of school
tutoring programs showed that tutored students outperformed many students in examinations,
developed positive attitudes towards the subject matter and gained better understanding of the
subject (Cohen et al, 2009). Vassay (2010) conducted a study of peer teaching in college
mathematics and found that it greatly affects the intellectual and moral values of the students
such as the ability to express their ideas, mastery of different concepts, time management, and
sense of responsibility, sharing, self-discipline, self-reliance, self-confidence, resourcefulness,
cooperation and obedience.

Peer tutoring can engage students and help them to promote academic success. It does not
only improve performance in mathematics but in Basic Calculus too. Many studies shows that
peer tutoring can develop positive attitudes toward the subject matter and it greatly affects the
intellectual and moral values of the students. The studies showed that peer tutoring can be
applied on any subjects so it means it can be applied on the subject Basic Calculus.

Kiburis (2012) used Peer Tutoring in Peer Assisted Learning Strategy (PALS) format
with some modification in 7th grade students of regular education in subject of Mathematics.
The researcher found that the implementation of PALS math program for students increased their
post-test scores in mathematics as compare to pre-test scores. PALS math provided additional
support to students with diverse learning abilities. PALS provided an opportunity to engage all
students in practicing Mathematics problems.

Peer Tutoring in Peer Assisted Learning Strategy (PALS) was implemented on a math
program for students. The results showed that PALS can increase the academic performance of
students it also provides additional support to students with diverse learning abilities.
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

Definition of Terms

Peer- a person of the same legal status: a person who is equal to another in abilities,
qualifications, age, background, and social status.

Peer tutoring- is a teaching strategy wherein students are paired together to practice academic
skills and master content.

Basic Calculus- is a branch of mathematics which helps us understand changes between values
that are related by a function.

Student- is a learner, or someone who attends an educational institution

Senior High School- refers to Grades 11 and 12, the last two years of the K-12 program that
DepEd has been implementing since 2012. Students begin to study in SHS the subjects that will
introduce them to their preferred career path.

Peer Teaching- involves one or more students teaching other students in a particular subject area

PALS- Peer Assisted Learning Strategies

Cognitive- relating to the mental processes of perception, memory, judgment, and reasoning, as
contrasted with emotional and volitional processes.

Cooperative Learning- is a successful teaching strategy in which small teams, each with
students of different levels of ability, use a variety of learning activities to improve their
understanding of a subject.
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter includes the review of related literature and studies which the researchers
have perused to shed light on the topic under the study.

Related Literature

The Meaning of Peer Tutoring

According to Ellinogermanik (2016) Peer tutoring is the process between two or more
students in a group where one of the students acts as a tutor for the other group-mate(s). Peer
tutoring can be applied among students of the same age or students belonging to different age
groups. Encouragement of peer tutoring is a useful strategy that can be applied effectively by
teachers in many cases in both monograde and multigrade schools.

Peer tutoring is a method of instruction that involves students teaching other students, a
system of instruction in which learners help each other and learn by teaching. Peer tutoring as an
instructional strategy that partners students to help one another learn material, reinforce skills or
practice a learned task.

A peer tutor is anyone who is of a similar status as the person being tutored. In
an undergraduate institution this would usually be other undergraduates, as distinct from the
graduate students who may be teaching the writing classes; in and Senior Secondary school this
is usually a student from the same grade or higher. (According to Outhred & Chester (2010).

The definition of peer is someone who is of a similar status and peer tutoring consists of
two types a tutor and a tutee. A peer tutor has a similar status like the tutee this would be other
undergraduates or classmates.

Mathematics as a Discipline

Mathematics is studied for a variety of reasons. According to Paisey (2010), mathematics

is a passage to understanding many other subjects. In a broad sense it forms the basis of many of
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

the sciences such as physics and astronomy (Lyons, 2008). Mathematics teaches children
important problem solving skills that they can apply to other aspects of their lives. It helps them
to think in a logical manner, and also helps them to view and analyse things in a more
sophisticated way. According to Samuelson (2011), to know mathematics means that a student
has learned and mastered mathematical skills needed to find a solution to a particular problem.
Often these skills take a long time to perfect (Avital, 2010). The teacher needs to communicate
this knowledge in a clear and informative manner (Soer, 2009). In addition, the ability to make
learning fun and worthwhile is also crucial. Mathematics provides a means of communication
which is powerful, concise and unambiguous tool used to represent, to explain and to predict
phenomena. Mathematical skills are highly valued and sought after; learning mathematics leads
to development of logical and critical reasoning and develops analytical and problem solving
skills to a high degree (Smith, 2010). In modern times, adoption of mathematical methods in the
social, medical and physical sciences has expanded rapidly, confirming mathematics as an
indispensable part of all school curricula and creating great demand for university-level
mathematical training. The main goal of mathematics education in schools is mathematisation of
the child’s thinking.

Mathematics is the basis of many of the sciences such as physics and etc. It is also the
basis of Basic Calculus. Mathematics is related to Basic Calculus and it can also be used in
teaching children important problem solving skills that they can apply to other aspects of their
lives.

Effect of Peer Teaching on Students’ Performance

Peer tutoring has been researched as an effective strategy to engage students and promote
academic success. It improves mathematics performance for students at risk or experiencing
mathematics disabilities (Lazarus, 2014). Findings of 65 independent evaluations of school
tutoring programs showed that tutored students outperformed many students in examinations,
developed positive attitudes towards the subject matter and gained better understanding of the
subject (Cohen et al, 2009). Vassay (2010) conducted a study of peer teaching in college
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

mathematics and found that it greatly affects the intellectual and moral values of the students
such as the ability to express their ideas, mastery of different concepts, time management, and
sense of responsibility, sharing, self-discipline, self-reliance, self-confidence, resourcefulness,
cooperation and obedience. Although it is assumed that peer tutoring primarily benefits those
who are tutored, Goodlad and Hirst (2010) point out that both the tutor and the recipient make
significant gains. Effects on both tutors and students were positive in the areas of learning,
attitude towards the subject matter and self-concept (Cohen et al, 2009). For the tutor, benefits
result from reinforcing existing knowledge of fundamental concepts and gaining a better
understanding of the field of study. In addition tutors develop a sense of efficacy, gain insight in
the teaching and learning process, and discover meaningful applications of the subject matter.
For the recipients of tutoring the advantages include individualized instruction, more contact
time with a ‘teacher’, the opportunity to discuss material and to ask questions in a non-
threatening and supportive setting, and interaction and bonding with peers (Goodlad and Hirst,
2010). The teacher in turn, benefits from this model of instruction by an increased opportunity to
individualize instruction, increased facilitation of inclusion or mainstreaming and opportunity to
reduce inappropriate behaviours (Topping, 2009). Peer tutoring works best when students of
different ability levels work together (Kunsch et al, 2010). The old adage, “those who teach learn
twice” holds true for peer tutoring and when it is used, learning becomes more effective because
learners are teaching themselves (Whitman, 2011). While one student may excel in mathematics,
another student may be top-notch in English. These students can work together to help each other
understand difficult concepts, while deepening their own knowledge of the subject. Students with
difficulties learning mathematics can be found in almost every classroom. The potential causes
of these difficulties are numerous and can be explained by such child characteristics as
intellectual functioning, motivation, problem-solving skills, memory skills, strategy acquisition
and application, and vocabulary. Research on peer tutoring has demonstrated that peer tutoring
can be successfully implemented with tutors of various ability levels, including children with
advanced skills and children with learning disabilities (Fuchs et al, 2012). A study conducted in
Nigeria by Okilwa and Shelby (2010) on the effects of peer tutoring on academic performance of
students with disabilities in Grades 6 through to 12 reported peer tutoring as effective for special
education students in both general education and special education settings. Peer tutoring
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

implemented across subject areas such as language, arts, mathematics, science and social studies
showed positive academic effects. Additionally, Bowman-Perrot et al (2013) conducted a meta-
analysis on the effect of peer tutoring across 26 single-case research experiments for 938
students in Grades 1 – 12. The findings were that peer teaching is an effective intervention
regardless of dosage, grade level or disability status. Tracey et al (2009) conducted a research in
South Africa which describes the experiences of learners involved in a cross-cultural peer
teaching initiative between a privileged private school and a township school in Port Elizabeth.
The aim was to explore the possible advantages of cross-cultural peer tutoring on certain sections
of the new mathematics curriculum. It was found that the understanding of the mathematics
topics dealt with during peer teaching session was enhanced and both groups gained from the
peer teaching interaction. This cross-cultural interaction brought understanding and sensitivity
towards people from different cultural, racial and socio-economic groups. It was extremely
valuable in overcoming the negative lingering effects of apartheid. According to Shihab (2011)
as cited by Lazarus (2014) a benefit of cooperative learning is to provide students with learning
disabilities, mathematics disabilities and social interaction disabilities an instructional
arrangement that enhances the application and practice of mathematics and collaborative skills
within a natural setting in a group activity. The studies discussed in this section were done
outside Kenya so this study intended to find out whether peer teaching methods such as class-
wide peer tutoring, cooperative learning and small group discussions had any effect on students’
academic performance, positive character building and development in Bungoma South Sub
County.

A benefit of peer tutoring is that it can provide students with mathematical disabilities
and social interaction disabilities an arrangement that enhances their skills in Mathematics and
Basic Calculus within a natural setting in a group activity. Peer tutoring is affective in students
that has different specialties because they can share knowledge in the subject matter
Mathematics and Basic Calculus. Studies shows that peer teaching in college mathematics and
found that it greatly affects the intellectual and moral values of the students such as the ability to
express their ideas, mastery of different concepts, time management, and sense of responsibility,
sharing, self-discipline, self-reliance, self-confidence, resourcefulness, cooperation and
obedience.
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

Peer Assisted Learning Strategies (PALS)

The pairing of higher- and lower-achieving students is intended so students gain

knowledge from each other through practice and reinforcement (students are still within the same
skill level, there is not a huge discrepancy between ability levels).Teachers must carefully
describe how the PALS strategies are done and how they relate to a particular lesson; they must
closely monitor the roles taken on by each student, and interject when instruction is needed.
PALS provide students with disabilities access to the general education curriculum and integrate
them into the classroom without using a disproportionate amount of instructional resources.

PALS enable teachers to integrate more strategic instruction during tutoring sessions
because teachers can meet the individual needs of students with peer tutoring. PALS utilizes the
inherent ability differences of students in various skill levels within the classroom setting. “An
important advantage is that various groups of children in the same classroom can operate on
different levels. Teachers, in effect, can implement many ‘lessons’ simultaneously and can
address the needs of many students with learning disabilities” (Fuchs, Fuchs, & Karns,
2011).PALS learning strategy not only strengthens students’ academic skills, it gives many
students the opportunity to practice their social skills with peers in a natural setting (Fuchs &
Fuchs, 2011). Teachers can create and simultaneously implement different lessons to address a
greater range of learning needs (Fuchs et al., 2011).

Kiburis (2012) used Peer Tutoring in Peer Assisted Learning Strategy (PALS) format
with some modification in 7th grade students of regular education in subject of Mathematics.
The researcher found that the implementation of PALS math program for students increased their
post-test scores in mathematics as compare to pre-test scores. PALS math provided additional
support to students with diverse learning abilities. PALS provided an opportunity to engage all
students in practicing Mathematics problems.

Peer Tutoring in Peer Assisted Learning Strategy (PALS) has a positive effect on
students mathematics post-test scores. This shows that PALS provided additional support to
students with diverse learning abilities. It also engages all of the students in practicing
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

Mathematics problems thus PALS can be applied in learning Basic Calculus and can give
learners additional support.

Related Studies

Santander (2010) in his research found that if the students worked with a peer tutor or
some form of cooperative learning, all student participants will have a higher self concept and
satisfaction. Sharpley and Sharpley (2011) conducted a meta-analysis of 82 studies in schools,
reporting Substantial cognitive gains for both tutees and tutors. Same-age tutoring appeared as
effective as cross-age tutoring and training of tutors significantly improved eventual outcomes.

The effect of peer tutoring to all students participants is that they will have a higher self
concept and satisfaction. Improvement is significantly great in cooperative learning and applying
it to the subject Basic Calculus would be beneficial to students.

The results from both Beasley (2010) and Royal (2011) suggest an intriguing
combination of social and academic activity happening outside the traditional classroom
environment. Another aspect of these findings is that students accessing tutoring are interacting
with peers who they may not have associated with otherwise. Specifically, these programs gave
students a place to interact outside their typical social networks, thereby extending the social
networks of both the tutors and the tutees. The positive reciprocal relationship that seems to have
been created between tutors and tutees may have served to generate social capital for both
groups. Additionally, these tutoring environments seem to be a part of the curricular structure
that could influence the conversion of social capital.

Peer tutoring does not only improve the academic performance of the students but it also
helps them socialize. It will also give students a place to interact outside their typical social
networks, thereby extending the social networks of both the tutors and the tutees.

A study conducted by Webb (2010) found that when students did not understand a
teacher’s explanation, peers were often able to provide explanations in words that were more
easily understood. Othman (2011) conducted a study to gain understanding of significant
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

mechanisms of Peer Tutoring (PT) with respect to the balance between enhancing tutees’
learning, while maintaining tutors’ own achievement. Data analysis revealed that enhancing
tutees’ learning required tutors and tutees each to perform roles that were individually relevant.
For example, at a cognitive level, tutees had to think aloud, verbalise what they learn, and pay
attention. On a behavioural level, students had for example, to listen, cooperate, and compromise
explaining, repeating and providing cues. At the affective level, tutors had to reinforce, praise,
and encourage successful responses from the tutees.

During discussions if a student did not understand what the teacher said they often ask
peers and the peers were able to provide explanations in simple language. This method can be
used in complicated subjects such as Basic Calculus and can help students understand the
lessons.

Koh’s (2015) as cited in Nazzal (2016) study revealed that more than half of the
respondents perceived small group discussion; case study, student presentation, cooperative
learning, PT and role play to be useful active learning strategies for helping students to attain all
the higher levels of Benjamin Bloom’s taxonomy of cognitive learning outcomes.

Peer Tutoring is a useful active learning strategy for helping students to enhance their
skills and students perceived that cooperative learning can help students attain better academic
performance.

Nazzal (2016) recommended the use of peer tutoring as an alternative means of lessening
the potential effects of several factors that put low socio-economic students at risk for dropping
out of school. Peer tutoring reinforced perceptions of students towards the school and decreased
feelings of alienation.

Cooperative learning is not only beneficial for students with difficulties in their academic
performance it also gives low socio-economic students decreased feelings of alienation.
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the methods and procedures that will be conducted by the
researchers relevant to gather the data needed for the study.

Research Design

This study is a qualitative research which a method of understanding the behaviour,

emotive and social meanings of lived experiences. Qualitative research is defined as a method of
inquiry employed in many different academic. But also in non-academic contexts. Qualitative
research is a broad mythological approach that encompasses many research methods. The survey
will be carried out by the researchers and will conducted interviews with selected Senior High
School students to collect data from their answer.

Respondents of the Study

The respondents of the study are the selected Senior High School Students of Inter-
Global College Foundation Inc. The Grade 11 level has six sections: Anchor, Azimuth,
Compass, Equator, Pelorous, and Proprietorship the total population of Grade 11 Senior High
School is 10 respectively.

Research Locale

The study will be conducted in Inter-Global College Foundation Inc. Lucena City. The
respondents will be interviewed in the school grounds. The respondents will be interviewed
orally. The researchers chose the place of implementation because it will give the researchers the
needed information for the perception of students on peer tutoring in learning Basic Calculus.
The study will be conducted in the second semester of the academic year 2018-2019.
 Peer Tutoring in Learning Basic Calculus as Perceived by Grade
11 students of Inter-Global College Foundation Inc. Lucena City

Research Instruments

One of the most important components of a research design is the research instrument
because it is used to gather and collect both data and information. These instruments are useful
ways of gathering data. Without them, data would be impossible to put in hand. The researchers
will use one research instrument in the study. The researchers will use an semi-structured
interview which is used when the researchers have a list of broad questions that must be
addressed in the interview. The researchers will use a written interview guide to make sure that
every question areas are covered (Polit & Beck, 2012). Furthermore, the researcher will use pen
and paper to note in detail the respondents non-verbal gestures; an audio recorder will be utilized
in order to record spontaneous responses.

Data Gathering Procedures

The students will be interviewed using semi-structured interview. The students will be
interviewed using semi-structured instrument, which is a list of questions prepared by the
researchers in advance and to be answered by each student (Polit, 2008). For the local
respondents, the researcher will give a consent form and will state first the purpose of the study
to the student, the freedom to withdraw anytime they like and then emphasized that all
information given out will be strictly confidential and will only be accessed by the researchers
only. Then the researcher will establish rapport and proceed with the interview proper in a quiet
room with two researcher, if the respondents would allow it. One researcher will be the one
interviewing while the other one is the one recording the non-verbal gestures of the respondents
and records the audio.

Data Analysis

This is the information or data that collected from the interviews. The answer from the
respondents will be analysed. Then the notes from the answer that were gathered from the
respondents will be analysed through finding similarities from the answer of the respondents.