Documente Academic
Documente Profesional
Documente Cultură
A Research
Teresa, Rizal
In Partial Fulfillment
OCTOBER 2018
Chapter 1
This chapter present the purpose and background of the study, objectives of
and develop students in their different skills and knowledge, and also for the
students who didn’t understand the lessons if their professor is the one who
Through the peer tutoring students get to know each other, the social distance
between students is reduce and an avenue is provided for helping one another
2014). The approach uses students to teach their co-students. This system has
achieved remarkable results in schools and has a positive effect on both parties
(Grossman & Tierney, 1998). Mentoring is an intervention that has been proven
highly efficient and has become popular in recent place. In the study of Rhodes
students achieve better grades, establish attainable goals and enhance their self-
This research determined and find out how effective a buddy system wherein
most students understands the lesson better if their co-students teach and
The general objective of the study is to know the Efficiency of Peer Tutoring
Specific objectives:
system in school.
5.1. Understandability
5.2. Consistency
5.3. Efficiency
5.4. Capability
5.5. Usability
Hypotheses
Some students have a study partner to learn and to develop their relationship
3. Our research will provide system evidence that "peer tutoring" has positive
effect on them.
gender.
Theoretical Framework
Researchers are trying to attain new views in order to specify how important
generate learning where students coach peers through social interaction within
their zones of proximal development (Vygotsky, 1978 as cited Clarkson & Luca
anchored instruction and other methods that involve learning with others (Kim,
assessment, which is a way of assessing the true potential of learners that differs
learner. The role of the assessor becomes one of entering into dialogue with the
persons being assessed to find out their current level of performance on any task
and sharing with them possible ways in which that performance might be
as inextricably linked and not separate processes (Holt and Willard-Holt 2000).
Vygotsky. argued that learning comes about through social negotiation within a
cultural context, with language as the primary enabling tool. This social
of cognitive apprenticeship (Brown, Collins, & Duguid, 1989 as cited Clarkson &
to facilitate rather than teach, and the aim of learning is to solve realistic and
practical problems in an authentic setting. For a peer tutor, this setting is a very
activities “on the job” rather than through the didactic teaching of abstract
concepts. The argument is that students are better equipped to approach non-
familiar problems and produce solutions that are appropriate to a given culture.
of the world around them. The critical distinction here is between how a person
thinks and what they are actually thinking about. In employing cognitive
development theory, it is essential to focus on the “how” rather than the “what”.
The context in which Perry developed his model is also important to recognize,
developed his theory while working as a professor at Harvard during the 1950’s
and 1960’s (Love & Guthrie, 1999 as cited Clarkson & Luca 2002).3
Conceptual Framework
which consists of the Input, Process, and Output. It shows the flow of the study
Input contains variables and materials that the researchers will use to conduct
the study; (1) Information regarding the advent number of students who engage
to Buddy System (2) Questionnaire Checklist which will contain the profiles of the
respondent.
of Philsin College Rizal Inc. Arrows indicate the step-by-step process that the
Feedback refers to the conclusion of the researchers that will help future
researchers who will conduct researches with the same topic as this. The figure 1
• instruments
• questionnaire
Input • respondents
• Implementation
• Execution
• Evaluation, Computation and Analysis of Data
Process
• Validation of Data
FEEDBACK
FIGURE 1
A Conceptual Framework for Efficiency of Buddy System for Junior High School
The findings which the study will reveal, may benefit certain groups, and the
know the capacity of the students and how they enhance their skills in teaching.
The study confined itself to the identification of the Efficiency of Buddy System
for Junior High School Students of Philsin College Rizal Inc., that have a
The scope of the study is based on the comparative analysis of peer tutoring and
research work will be limited to the analysis based on the achievement test, and
relevant text literature. Other limitation of the study is, inability of the researcher
Definition of Terms
Buddy System – an arrangement in which two people are paired and operate
experience, knowledge, ideas and thoughts to develop skills that will help them.
(Hazel R. Balan)
method that helps stimulate their interest in scientific inquiry. The conduct of
new concepts can relate to prior knowledge, and use new conceptual
effective learning (Bojuwoye et al., 2014). The approach uses older students to
teach their younger counterparts. A more qualified student plays as the peer
mentor to the new student (Bozeman & Feeney, 2007). This system has
achieved remarkable results in schools and has a positive effect on both parties
(Grossman & Tierney, 1998). Peer mentoring model adds value to existing
walker)
assign students to tutoring dyads, matching higher and lower performing readers
into pairs. Fuchs, Fuchs, and Burish (2000) at Vanderbilt University collaborated
keep them on task, competing tutor-tutee teams can be assigned with students
earning some reward (such as points) for their work. Through peer-tutoring, both
tutor and tutee can learn how to ask questions, determine correct responses, and
performing students including SWD at the elementary school level (Fuchs &
students.5
and sometimes having a buddy can help make reading fun instead of
seeming like a chore. Since reading skills will affect every aspect of your
The other positive side is that when an older child or teen is a reading
New 'buddy' system for Oxford University's working class students (Camilla
class undergraduates, after the student union said that they were being left to
fend for themselves. The Class Act campaign, set up by the student union earlier
this year, is inviting freshers to sign up for a “buddy”, who will be fellow working
class student, so that they can discuss their “class-related worries”. These could
include concerns about black tie events, subfusc – the formal attire and gowns
students are expected to wear for exams – and not feeling “posh” enough,
according to the Class Act committee. The campaign aims to represent those
who “self-identify as working class” which could include those from low income
households, state comprehensive schools, or families where they are the first to
go to university.7
the Trinity Business School to help exchange students integrate with Trinity
students on an academic and social level by providing them with a Trinity student
Student2Student and focuses largely on social events. Since the earlier days of
its conception the Buddy System has gone from strength to strength
incorporating not just students in the Business School, but also those in the
Sociology. Many of the Trinity students who volunteer as buddies have spent
time abroad during their third year, which gives them the necessary perspective
to help with the issues that they themselves once experienced, such as making
friends in a foreign country and finding places to socialise. The benefit to the
Trinity students, although many are busy in final year, is the opportunity to mix
with other cultures and gain a different perspective on Trinity College. Things the
students here take for granted or assume to be normal are often questioned by
here.8
program that took place at this library from 1990 to 2008. In 2011, the program
There are few who doubt the importance of the ability to read. Reading is
school and as adults, but attaining that level of reading ability requires
status and family literacy. As Heyns (1978) initially pointed out, public libraries
are in a unique position to address the summer reading gap. Not only are they
open during the summer, but libraries have been offering variations of the
reading programs gained more vocabulary than children who did not, regardless
who did not. Overall, this study showed that children who participated in
voluntary summer reading programs increased their reading levels more than
skills. Many of these programs took place in schools and run throughout the
school year (Block & Dellamura, 2001; Burns, Senesac, & Silberglitt, 2008;
Fitzgerald, 2001; Gattis et al., 2001; LaGue & Wilson, 2010; Marious, 2000;
Paterson & Elliott, 2006; Theurer & Schmidt, 2008; Vadasy, Jenkins, Antil,
risk of reading failure (Burns et al., 2008; Fitzgerald, 2001; Gattis et al.,
2001; LaGue & Wilson, 2010; Paterson & Elliott, 2006; Vadasy et al., 1997).
who received tutoring for a full term and students who were tutored for less than
the full term. The students who were tutored for the full term showed higher
instill a positive attitude about reading. The two factors are intricately related. It
seems that students who have a negative attitude about reading are less likely to
read voluntarily and will read less overall than their reading-positive companions
(Sainsbury & Schagen, 2004). The Dominican Study (Roman et al., 2010)
revealed that most librarians perceived that their programs had a positive effect
and Dellamura (2001) also observed that children placed a higher value on
reading at the end of their tutoring program. However, the students’ attitudes
1. https://council-for-learning-disabilities.org
15.
3. http://www.academia.edu
4. http://dx.doi.org/10.7828/jmds.v4il.850
5. http://digitalcommons.uconn.edu/nera_2010/3
6. https://classroom.synonym.com
7. https://www.tcd.ie
8. https://www.telegraph.co.uk
9. https://journals.library.ualberta.ca