Questionnaire For INTERPERSONAL SKILLS OF ELEMENTARY EDUCATION STUDENTS OF PSU-URDANETA CAMPUS

8/17/2019 Questionnaire For INTERPERSONAL SKILLS OF ELEMENTARY EDUCATION STUDENTS OF PSU-URDANETA CAMPUS

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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 diferent rom each other.

Thus in a learning centered instruction, it is paramount important

to identiy and examine how to meet each learner’s learning needs,

and or them to adopt a classroom pedagogy or sets o instructional

strategies that will acilitate and bring the learners to their ull human

potentials. !r. "arlo !omingo ". "asinto, #$$%&.

's we observed in the present, there are many students could

not comply in the active learning process together with the well

perormers in the learning environment, particularly in the classroom.

'ccording to (aryellen )eimer, who conducted survey about

students participation, students said they could not accompanied and

didn’t participate in the class or these reasons* ideas are not well

ormulated enough + percent&- don’t now enough about the sub/ect

+ percent&- earing will loo unintelligent


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to other students #0 percent&- haven’t done the reading #1 percent&,

earing

will loo unintelligent to the instructor 1 percent&, and because the

class is large 1+. percent&, along with a ew others.

These reasons will probably afect the perormance o the

students because o lac o determination in expanding their sills, sel

con2dence and expanding adequate nowledge in sharing what they

now in the lesson.

Thereore, in order to overcome this problem the expert learners

should thin such possible solutions to overcome these di3culties in

the class, lie empowering peer tutoring.

4eer tutoring is a process o helping students who require

additional assistance in academic sub/ects.

This study is conducted to see the result o peer tutoring in the

perormance o teacher education students o 4angasinan 5tate

6niversity which could also help us to now the eligibility o the

students in empowering active learning.


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Statement of the Problem:

This study is conducted to see the result o peer tutoring to 788d

5tudents 7achelor o 8lementary 8ducation&. 5peci2cally, this study

will answer the ollowing questions*

1. )hat is the pro2le o 788d students in terms o the ollowing

personal demographic characteristics9

a. 'ge

b. 5ex

c. :onor received

• 8lementary

• 5econdary

#. )hat are the characteristics should possess by the students in

conducting peer tutoring in terms o*

a. "ognitive 5ills

b. 4ersonality


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Signicance of the Study

This conducted study will see the result o peer tutoring to 788d

students o 456;6rdaneta campus inside and outside o the classroom

setting. The outcome o this research will help the 4roessors and

n the other hand, this will also help all learners to determine

the efectiveness o this technique in improving the perormance o

their classmates, particularly the passive learners.

'nd 2nally, it is also help us, as researchers, to now the

efectiveness o peer tutoring in learning process o all 788d students

in the department.

Scope and elimitation

This conducted study ocuses under Teacher 8ducation

!epartment o 456;6rdaneta "ampus, particularly 788d students.


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with peer tutoring activity namely* cognitive sill, and pleasing

personality.

enition of Term!

These are the ollowing terms which will help us to urther

understand what does these word mean.

Peer " this is the group o people who have the same age or cross;

age, have the same personality, capability and attitude.

Performance# this study, the word perormance de2ned the

accomplishment o a given tas measured against present nown

standards o accuracy, completeness, cost, and speed.

Peer Tutoring# This study de2ned the word peer tutoring as

commonly employed by the teacher requests the older, brighter,

and more cooperative member o the class to tutor coach, teach, and

instruct& other classmates.

Tutee# this study, the word tutee de2ned as the learners who are

seeing simpli2cation ,exempli2cation, clari2cation, and speci2c

ideas coming rom there peer.

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example, reported meta& cognitive advantages o /ust;in;time or

rather immediate corrective eedbac

provided by a human acilitators o the students’ argumentations

during peer

assisted collaboration. 'dditionally, Hincent and Ley 1%%%& mentioned

that many tutors unction as cognitive& role models or their tutees,

implying that peer tutors can efectively model study sills, , such as

concentrating on the material, organiEing wor habits, and asing

questions. 's or 4arr and Townsend #$$#&, the interplay between

peer in=uences and learning is largely related to the cognitive bene2ts

o inormal tal, oten unrecogniEed by teachers or staf tutors.

Dew studies, however, speci2cally ocus on the quality or nature

o the helping tas and role o a peer tutor while tutoring. 8xcept or

the research o (cLucie and Topping #$$0& discussing transerable

sills or online peer learning, this particular issue o tutor support

remains underexposed in the peer tutoring literature. (ost peer

tutoring studies are efect studies, conducted within a ace;to;ace

context "arroll, 1%%- !uran B (onereo, #$$?- Topping, 1%%- )ebb,

1%%#&.


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0preceding research and combines two aspects needing extra

attention. (ore speci2cally, we explore the quality o peer tutor

support within an online peer tutoring context.

Theoretical frame'ork

4eer tutoring has been conceptualiEed as a orm o collaborative

learning Ari3n B Ari3n, 1%%C& in which Ipeople rom similar social

groupings who are not proessional teachers help each other to learn,

and learn themselves by teachingJ Topping, 1%%, p. +##&. Gecently,

!uran and (onereo #$$?& indicated collaboration as being the central

core o peer tutoring explaining both inter; and intrapersonal

advantages.


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nowledge to be interpersonal beore it becomes intrapersonal.


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opportunities. )ithin the scope o this study, the 2xed supportive role

o peer tutors is the central point.

8volution in tutor support

Gelated to the social;constructivist idea o nowledge being

interpersonal beore becoming intrapersonal Hygotsy, 1%C&, peer

tutors’ supportive contributions should evolve over time implying a

gradual transition rom 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 mae sure that

all members in the learning group bene2t rom the KEone o proximal

development’ 4ata, 5arapuu, B 'rchee, #$$?&.

Literature concerning teachers’ tutoring roles in problem;based

learning

environments (oust B 5chmidt, 1%%0& has extensively

discussed the evolution in tutor support over time.


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wherein acilitators gradually ade out their prominent presence.

Thereore, acilitators’ presence can be interpreted as a human tool to

help students become independent learners. 7uilding on social

constructivism, "ognitive 'pprenticeship theory emphasiEed learning

through guided experience’ in order to help the learners acquire an

integrated set o cognitive and metacognitive sills through processes

o observation and supported practice "ollins, 7rown, B Fewman,

1%%&. Dollowing the wor o (oust and 5chmidt 1%%0& exploring the

tutor roles in 47L, in the present study it is stressed that the assistance

o the tutor switches rom Kmodel’ to Kcoach’ when tutees become

more experienced and sillul in structuring the discourse within the

online discussion groups. (ore speci2cally, the tutor is expected to

start as a Kmodel’ when the contributions o the tutees are still

insu3cient to support social construction o nowledge. 't this stage

the tutor clearly exempli2es how the learning activities within the

discussion group can be acilitated, or example by summariEing the

dialogues, by concretiEing theoretical concepts, by rephrasing, and by

pointing at discrepancies and similarities.

'lternatively, a tutor acting as Kcoach’ does no longer model, but

elicits response and gives suggestions to improve the discourse while

students themselves tae the lead in the discussion. The coach should

only intervene when there are misconceptions and ailures in


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This process endorses the model;coach;consultant movement as

described by (oust and 5chmidt 1%%0&, and is also in line with

7runer’s 1%& initial use o the term scafolding to describe the

teacher doing or the student what the student could not currently do

or him or hersel. )ithin a speci2c peer tutoring context, learners can

be assisted in building new nowledge structures with the help o more

advanced peers who model the desired learning strategy or tas and

then gradually shits responsibility to the students 4ressley, :ogan,

)harton;(c!onald, (istretta, B 8ttenberger, 1%%&.

S)CIA(# C)*+ITI,- T-)%/

5ocial cognitive theory is a combination o behavioral and cognitive

perspectives into a personality that stresses the interaction o thining

human with the social environment that provides learning experiences.

5ocial cognitive perspective is ocused on both internal and external

actors that led to the idea o reciprocal determinism;the person, the

person’s behavior, and the environment. Dor example, :arry the

person& is late his behavior& or his class in 48 environment&. :e

explains the reason or his tardiness, but to no avail because the time

or the 2nal examination is over. :e has to loo or (iss 5alinas, his 48

teacher to request or the special exam. 6nortunately, his teacher

too a leave o absence. 5he went to


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situation, :arry is afected by his behavior. :is social environment

responds to his behavior. :ere, we clearly see the interconnection

among the three diferent actors that afect and in=uence each other.

4erson

8nvironment

>ne o the ma/or proponents o social; cognitive theory is 'lbert

7andura.


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learn. )e emit responses that are shaped by consequences. >n the

contrary, 7andura theoriEed that in social situations, we learn ast by

observing the behaviors o other people it means that with the

presence o models, we learn in a rapid manner. (odeling plays an

important role in learning. 0odeling reers to the observation and

learning o new behaviors rom others. 7y simply observing how others

perorm the behavior, we are able to imitate what we have observed.

)e seem to acquire new inormation through observation.

)hen we acquire a new behavior, learning appears to be

cognitive"rain,#$$?&. 'cquiring a new behavior is a cognitive tas

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


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ully develop his theory. :owever, hiss argument has received much

attention and interest.

Dor Hygotsy, cognition development is a social process. :e maintained

that cognitive development is shaped by the sociocultural contexts in

which it occurs. 'lso, he argued that cognitive development grows

rom our own interactions with the other members o our culture. 8ach

culture enables us to acquire tools o thought such as language.

"ulture is transmitted rom one generation to the next with the use o

languageNboth oral and written. (oreover, he believed that complex

orms o thining have their origins in social interactions !uncan, 1%%?

as cited by 7ee B 7oyd, #$$C&. Durther, Hygotsy proposed that

acquiring novel inormation is acilitated by an adultNan older sibling,

more silled trainer, or more nowledgeable individualNwho is able to

model a new behavior. 'n older person who acts as a guide structures

all the encounters in the environment or better learning. This process

o learning is later termed as SCA22)(I+* by Merome 7runer 7ee

and 7oyd&. 's used 7runer, scafolding describes the process o

learning a new behavior by which a more competent person a teacher,

a parent, or a more silled classmate& leads the child to a step;by;step

procedure in learning a new tas. 5uccinctly, a mother might help her

child, :annah, progress in constructing simple sentences. )ith her

assistance, :annah may be able to do the tas on her own. The

assistance is liened to a temporary scafold that comes down when


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construction is 2nished "rain, #$$?&. 'ny support given is considered

scafold. The term IscafoldingJ was introduced by 7runer, )ood and

Goss in an attempt to operationaliEe teaching in the Eone o proximal

development Hialle, Lysaght, B Hereniina, citing )ells, #$$?&.

5uch new learning as Hygotsy viewed could be best acilitated in the

Eone o proximal development 4!&. Hygotsy’s 4! is an area where

a child cannot solve a problem alone, but may be able to successully

solve it with appropriate assistance rom an adult or silled peer. The

concept o 4! eventually leads to the concepts o scafolding, which

is the support or guidance ofered by the adult upon which the

students buildNscafoldsNtheir own unctional sills and

competencies, eventually to be incorporated into their individual

repertoire 7entEen, #$$?&. range, #$$$&. The 3one of

Pro4imal e&elopment reers to the range o tass that are slightly

too di3cult or a child to do alone but can be accomplished

successully with some guidance rom an adult or more experienced

child 7ee B 7oyd, #$$C&. Hygotsy was so interested in the social

actors in children’s development.

C)*+ITI,IS0


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Cogniti&i!m, as a perspective in education, has a premise that

humans generate nowledge and meaning through sequential

development o an individual’s cognitive abilities, such as the mental

processes o recogniEe, recall, analyEe, re=ect, apply, create,

understand, and evaluate. The "ognitivists’ e.g 4iaget- 7runer-

Hygotsy& learning process is adoptive learning o techniques,

procedures, organiEation, and structure to develop internal cognitive

structure that strengthens synapses in the brain. The learner requires

assistance to develop prior nowledge and integrated new nowledge.

The purpose in the education is to develop conceptual nowledge,

techniques, procedures, and algorithmic problem solving using

Herbal@Linguistic and Logical@ (athematical intelligences. The learner

requires scafolding to develop schema and adopt nowledge rom

both people and the environment. The educators’ role is pedagogical in

that the instructor must develop conceptual nowledge by managing

the content o learning activities. This theory relates to early stages o

learning where the learner solves well de2ned problems through a

series o stages.

C)+T%CTI,IS0

Con!tructi&i!m5 a perspective in education, is based on experimental

learning trough real lie experience to construct and conditionaliEe

nowledge, it is problem based, adaptive learning, that challenges


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aulty schema, integrates new nowledge with existing nowledge, and

allows or creation o original wor or innovate,ve procedures. The

types o learners are sel;directed, creative, innovative, drawing upon

visual @spatial, musical@rhythmic, bodily inesthetic, verbal@linguistic,

logical@mathematical, interpersonal, intrapersonal, and naturalistic

intelligences. The purpose in education is to become creative and

innovative through analysis, conceptualiEation, and synthesis o prior

experiences to create new nowledge. The educator’s role is to mentor

the learners during heuristic problem solving o ill O de2ned problems

enabling quested learning .the learning goal is the highest order o

learning* heuristic problem solving, metacognitive nowledge,

creativity, and originality that may modiy existing nowledge and

allow, or creation o new nowledge. 8xemplars o constructivist

theory may be ound in the wors o /ohn !ewey, 1%#, 1%++@1%%,

(aria (ontessori ,1%0,and !avid Polb 1%C?,1%0.

"onstructivist in=uences


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learning "onditionaliEe nowledge through experiential learning . 5mith

writes that /ohn dewey believed must provide or exploration

,thining ,and re=ection*and that interaction with the environment is

necessary or learning-also,that democracy should be upheld in the

educational process . dewey advocates the learning process o

experiential learning through real lie experience to construct and

conditionaliEe nowledge ,which is consisted with the constructivist.

P%)B(-0 BAS- (-A%+I+* 47L&


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traditional teaching and learning philosophy, which is more oten

lecture based .the constructs or teaching 47L are very diferent rom

traditional classroom @lecture teaching.

0)TI,ATI)+ )2 T- (-A%+I+*

'nother crucial assumption regarding the nature o the learner

concern the level and source o motivation in learning. 'ccording to

Hon Alaserseld 1%%& sustaining motivation to learn is strongly

dependent on the learner’s con2dence in his or her potential or

learning. These eelings o competence and belie in their potential to

solve new problems, are derived rom 2rsthand experience o mastery

o problems in the past and are much more powerul than any external

acnowledgement and motivation 4rawat and Dloven,1%%0&.

CAPT-% 6 0-T))()/

This part deals with the method o research used the sub/ects,

data sources, research design and procedure and treatment o data

utiliEed by the researcher in seeing answer to the question raised in

the study.

%-S-A%C -SI*+


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The descriptive survey method o research was utiliEed in this study.

This approach is appropriate wherever the ob/ects o any class vary

among themselves and are interested in nowing the extent to which

the diferent conditions obtain among the students. The word survey

signi2es the gathering o data regarding present conditions.

SB7-CT )2 T- ST/

The respondents o this study were composed o 100 students coming

rom the 2rst year to third year students o the Teacher 8ducation

!epartment o 456 6rdaneta.

The respondents were initiated to help us by answering the

questionnaire /ust only to give the result o the study.

P%)C-%-

The researcher personally administered the survey questionnaire to

determine the peer tutoring activity o the 788! students, inside and

outside o the classroom. 'ter having survey, the researchers ailed all

gathered inormation based on the responses o the students, mae

verbal interpretation and its ran according to its weight.

ATA *AT-%I+* I+ST%0-+T


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The researchers created a questionnaire as an instrument in gathering

inormation about peer tutoring they practiced in the classroom setting

which they should be answer response by the 788! students.

The questionnaire was divided into # parts* the 2rst part sees the

personal demographic characteristics o each 788! students and

second part was composed o 1 questions which is divided into

cognitive sills and personality as indicators o the study.

This study used ? liert scale where ? signi2es IalwaysJ , 0; signi2es

IotenJ, +; signi2es IsometimesJ, #; signi2es IseldomJ and 1; signi2es

IneverJ.

STATISTICA( T%-AT0-+T

The data gathered in this study were sub/ected to statistical

description analysis.


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1$$SQconstant

To determine the verbal interpretation o the study, the weighted

average point is suited.

)'4 shows the mean scale rating with its corresponding verbal

interpretation. )'4 can be solving by the ollowing ormula.

;AP8 f ? f6=6> ? f$=$> ? f1=1>

+

):8G8*

2


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0.# O ? 'pply all times, repeatedly

+.0$ O 0.1 'pply many times, requently

#.$ O +.+% Fot always apply

1.$; #.?% apply once

1.$$;1.C% Fever apply once

CAPT-% @

This chapter presents the 2ndings o the study, their analysis and

interpretation based o the result o the gathered inormation. The

tables will urther help the readers and researchers to understand the

study.

I. Prole of the Teacher -ducation Student!


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The pro2le o teacher education students reerred to this study

includes their sex, age, and honor received.

Table 1* shows the demographic pro2le o the teacher education

students with respect to their sex.

TAB(- 1

2reuency and Percentage i!tribution of Teacher -ducation

Student! by Se4

S- 2%--+C/ P-%C-+TA*-0ale ## 1?.#S2emale 1## 0.C#ST)TA( 100 1$$S

The table 1 shows the requency and percentage o teacher education

students according to sex. The table among 100 respondents ## are

male which comprises o 1?.#S and 1## are emale which comprises

o 0.C#S. This means that there are more emales who contributed a

lot in this study than the male. 'nd there were more emales than male

in the teacher education course.


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TAB(- $


Student! by Age

A*- 2%--+C/ P-%C-+TA*-1D #0 1.CS1E 0C +#.0S1F # 1%.00S1G #$ 1+.%S$ 1$ .%0S

$1 H abo&e 1? 1$.0#ST)TA( 1@@ 1

Table # shows the diferent ages o 788d students with its

corresponding requency and percentages. 'ccording to the gathered

data, there are #0 students who aged 1 which corresponded 1.CS,

as its percentage. Dor the age 1C, there are 0C students. This age got

the highest percentage o +#.CS. 'ge 1, composed o # students

which corresponded with 1%.00S. 'ge 1% composed o #$ students

with 1+.%S, age #$ has 1$ students corresponded with .%0S and

lastly, #1 and above, which composed o 1? and corresponded with

1$.#0S. or the total o 1$$S.

4acham, "ramphorn, B(iller,#$$1- 4acham, Mones, (iller, B

Thomas, #$$0-Gowntree, #$$?& sites the bene2ts associated with peer

and cross age tutoring consist o the mastery o academic sills, the

development o social behaviors, and enrichment o peer relations and

interaction. These bene2ts are received by both tutor and tutee.


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5tudies have shown that peer interaction is very essential components

to a variety o important achievements such as*

• 6nderstanding o airness

• 5el Oesteem

• 4ropensities@ tendency toward sharing and indness

• (astery o symbolic expression

• 'cquisition o role; taing and communication sills

• !evelopment o creative and critical thining

Table 6


Student! by onor %ecei&ed = -lementary>

onor %ecei&ed 2reuency Percentage,aledictorian 1? #+.00SSalutatorian 1# 1.C?Sonorable 0ention ++ ?1.?S;ith onor 0 .#?ST)TA( D@ 1

This table shows the excellence o high achievers students

according to their honor received and percentage. The position o

Haledictorian composed o 1? students which corresponds to #+.00S,

5alutatorian have 1# students which have 1.C?S, :onorable (ention

have ++ students which have ?1.?S and )ith honor have 0 students

with .#?S to total o 1$$S.


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"ollaborating with more capable learners may give advantages

to all students especially to those who are seeing assistance to

support their academic sills. Hygotsy’s theory emphasiEes that ull

cognitive development requires social interaction in terms o problem

solving under adult assistance or in collaboration with more capable

peers Dalchiov,#$$1&. (oreover, Hygotsy’s theory about one o

4roximal !evelopment 4!& appears to be connected with the

efectiveness o collaboration among peers. The 4! characteriEed by

speci2c role taing, where one partner is clearly taing a direct

pedagogical role (cLucie and Topping, #$$0&.

Table @


Student! by onor %ecei&ed = Secondary>

onor %ecei&ed 2reuency Percentage,aledictorian 0 1+.++SSalutatorian 0 1+.++Sonorable 0ention #1 C$S;ith onor 1 +.++ST)TA( 6 1

Table 0 shows the number o competent students who received

their academic excellence according to their honor received. The

position o Haledictorian and 5alutatorian was composed o both

0 students which corresponds to 16.665while :onorable

(ention have #1 students which corresponds to E and 2nally,

)ith :onor students has only 1 student which corresponds to

6.66 to total o 1


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Table 1.1 shows the summary o weighted mean and verbal

interpretation o peer tutoring o 788d students according to their

cognitive sills.

'ccording to gathered data, men preerred to the item JD which

stated a! K I al'ay! kept in mind 'hate&er idea! I gathered

from my peerL. This item got the highest mean o 6.G


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beyond the individual’s maturation. Thereore, high quality verbal

scafolds aid’s cognitive development.

>n the other hand, item J@ which stated as KI gi&e feedback

'hate&er idea! I heard from my peerL got the lowest mean o

6.$E and interpreted as Knot al'ay! applyL. The total mean was

+.?%.

Dor all the women, the table shows that they are preerred to

item J@ which stated as K I gi&e feedback 'hate&er idea! I heard

from my peerL. This item got the highest mean @.6 and interpreted

as K apply all time!5 repeatedlyL.

's what table showed, this cognitive sill o women was reversed

to men because men do not preerred to this sill. This proved that

women in the department were more capable to express their thought

and opinion than the men. )e can also conclude that they were more

active and much more paying attention to the all the detailed shared

during peer tutoring.

)e can use constructivism as our evidence. "onstructivism, a

perspective o education, is based on experimental learning through

real lie experience to construct and conditionaliEe nowledge.


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conditionaliEes nowledge through experiential learning. 5mith writes

that Mohn !ewey believed education must engage with and expand

experiences- those methods used to educate must provide or

exploration, thining, and re=ection and that interaction with the

environment is necessary or learning.

>n the other hand, item J1 which stated as KI ha&e !uMcient

kno'ledge to be !hared to my peerL got the lowest mean o 6.1G

and interpreted as Knot al'ay! applyL.

This means that this cognitive sill should need to uplit by all

women because lac o nowledge may not spread various inormation

which afects inadequacy and dissatisaction o all tutees.


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++

Table 1.# shows the summary o weighted mean and verbal

interpretation o peer tutoring o 788d students according to their

personality. 'ccording to the table, men preerred to the itemJ1

which stated as KA! a member of the group5 I gi&e prai!e!

'hene&er my member got the correct an!'erL which got the

highest mean o 6.G


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interpreted as K not al'ay! applyL. The total mean o cognitive

sills o men was 6.D@. This means that men preer to spea out more

their ideas in peer tutoring than letting their peer to express their

ideas.

Dor all women, the table shows that they were preer to item J 1

which stated as K I !ho' acceptance 'hat idea! !hared by my

peerL. This item got the highest mean o @.$6 which is interpreted as

K apply all time!5 repeatedlyL. n the other hand, emales do not preer in itemJ F which stated as

K I let the !tudent do mo!t of talkingL. This item got mean o 6.1

which interpreted as K not al'ay! applyL. The total mean was 6.DG.


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the classroom. Learning communities help learners tae responsibility

or their own learning. "orpus, 5andalanan, #$11&.


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nce we construct our own meaning

about all ideas we gathered the advantage o this is we can explain it

clearer and understandable.

>n the other hand, they are less preer to item J@ which stated

as K I gi&e feedback 'hate&er idea! I heard from my peerL. This

item got the highest mean o 6.$6 which interpreted as Knot al'ay!

applyL.

Dor all the age 1, they were more preer to item JD which

stated as KI al'ay! kept in my mind 'hate&er idea! I gathered

from my peerL which got the highest mean o 6.D@. This weighted

mean interpreted as K apply many time!5 freuentlyL. This means

that they give importance to all ideas they gathered rom their peer.


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5uch accurate inormation they gathered may help them to ad/ust their

scheme to replace clearer ideas.

'ccording to "orpuE, 5alandanan #$11& "ooperation osters

learning. ITwo heads are better than oneJ. 4eople en/oy unctioning

independently but they are also en/oy unctioning interpedently. 's a

people invest themselves in collaborative group approaches they

develop a 2rmer sense o their own identi2cation. They begin to realiEe

that they count, that they have something to give and to learn.

>n the other hand, they were less preerred to both item J $ and G

which have the same mean o 6.


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+

learners will not thin doubt about the inormation imparted to them.

This will also encourage the students to pay attention with the ideas.

>n the other hand, they were less preerred to itemJ6 which

stated as LI think analytically and critically before I e4pre!! my

idea!L which only got the lowest mean o 6.6 and interpreted as Knot

al'ay! applyL.

Dor the age o #$, they were more preerred to item JD and G

which have the same mean o @.@ and interpreted as Kapply all

time!5 repeatedlyL. These items stated were stated as ollows* item

JD KI al'ay! kept in my mind 'hate&er idea! I gathered from

my peerL and item JG KI con!truct my o'n interpretation!

ba!ed on 'hat I ha&e learned from the di!cu!!ionL. This means

that age #$ are serious to all details they may gather rom the group.

'ccording to cognitive 'pprenticeship Theory, it emphasiEed

learning through guided experience in order to help the learners

acquire an integrated set o cognitive and metacognitive sills through

the process o supported practice. "ollins, 7rown and Fewmann, 1%%

&. (ore speci2cally, since peers interaction is viewed as a resource or

learning in groups, it is desirable that the tutor alternates checing his

understanding o individuals ideas with redirecting tutee input to the

group in general "hristensen, 1%%1&.


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+%

>n the other hand, they were less preerred to the item J6 and J<

'hich has the same mean o 6.F. This weighted mean was

interpreted as Knot al'ay! applyL. These items were stated as

ollows* item J6 K I think analytically and critically before I

e4pre!! my idea!L and item J< !tated a! K I rai!e ue!tion if I

did not under!tand the le!!on 'ellL. The total mean was @.

Dor the age o #1 and above, they were preerred to item JD

which stated as KI al'ay! kept in my mind 'hate&er idea! I

gathered from my peerL. This item got the highest mean o 6.FE

and it interpreted as K apply all time!5 repeatedlyL. >n the other

hand, they were less preerred to item J1 which stated as KI ha&e

!uMcient kno'ledge to be !hared to my peerL which only got the

lowest mean o 6.$. This mean was interpreted as Knot al'ay!

applyL.


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0$

Table #.# shows the summary o mean and verbal interpretation o all

788d students in terms o their age according to their personality in

conducting peer tutoring.

'ccording to the table, age 1 were preer more in item J1 which

stated a! K I !ho' acceptance 'hat idea! !hared by my peerL

which got the highest mean o @.$1 and interpreted as Kapply many

time!5 repeatedlyL.


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01

'ccording to Tolman’s sign learning theory, that an organism learns by

pursuing sign to a goal and learning is acquired through meaningul

behavior. Tolman believed that learning is a cognitive process. Learning

involves orming belie and obtaining nowledge about to an

environment and then revealing that nowledge through purposeul

and goal directed behavior.

>n the other hand, they were less preer to itemR which stated as K I

let the !tudent! do mo!t of talkingL which only received the mean

o $.GD.

Dor age 1C, these students were preerred to both items J6 and

JG which received the same mean o 6.E@. These items were stated

as* Dor item J6 KI al'ay! help my peer 'hene&er they need

a!!i!tance to o&ercome their diMcultie!L while item J G stated as

K I encourage my peer to become in&ol&ed in the di!cu!!ionL.

'ccording to Lev Hygotsy views interaction with peer as an efective

way o developing sills and strategies. :e suggests that teachers use

cooperative learning exercise where less competent children develop

with the help or more sillul peers;with the 4!. Hygotsy believed

that when a student providing appropriate assistance to a particular

tas will give the student enough o a IboostJ to achieve the tas.


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0+

time for our peer tutoring acti&ityL. This item got the lowest mean

o 6.1F and interpreted as K not al'ay! applyL.

Dor the age 1%, most o them agree to item J 1 which stated asL

I !ho' acceptance to 'hat idea! !hared by my peerL. This item

got the highest mean o @.6 which interpreted as K apply all time!5

repeatedlyL.

>n the other hand, they were not preerred to item J F which stated

asL I let the !tudent! do mo!t of talkingL. This item received the

mean o 6.


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00

Dor the age o #1 and above, most o the 788d student were

agree to item J 1 which stated as KI !ho' acceptance 'hat idea!

!hared by my peerL. This item got the highest mean o @.@E which

interpreted as Kapply all time!5 repeatedlyL.

n the other hand, they were less preerred to item J E which

stated as K I con&ey to the !tudent an e4pectation that he 9!he

'ill learn and impro&eL. This item got the lowest mean o 6.$ which

interpreted as Inot always applyJ.


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0?

motivated to learn en/oys learning and learns much more than one who

is not a motivated. :e@she persists and persevere in his@her studies

even things turn to be di3cult. :e@she does not give up easily. 's a

result, his@her perormance will be satisactory. Thereore, age is

contributory actor in peer tutoring process o 788d students.

"orpuE,5alandandan,#$11&.

Table +.1 shows the summary o weighted mean and interpretation o

:onor Geceived o the 788d students in terms o "ognitive sills.


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0

'mong the Haledictorian students, item J G which is

stated as KI con!truct my o'n interpretation! ba!ed on 'hat I

ha&e learned from the di!cu!!ionL got the highest mean o @.$.


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0C

ideas. n the other hand, item J@ was there weaest cognitive sill.


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0

peerL.


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0%

interpreted a! K not al'ay! applyL. The total mean under this

position was 6.E6.

Dor with honor students, the table shows that the item J G which

stated as KI con!truct my o'n interpretation! ba!ed on 'hat I

ha&e learned from my peerL got the highest mean o


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?$

processes that are activated through social interactionJ p.+%&.

Hygotsys theory Iviews human development as a sociogenetic

process by which children gain mastery over cultural tools and signs in

the course o interacting with others in their environmentsJ >!onnell

p.+&. These developments are oten more adapted. They help children

to understand and use in correct ways the tools and signs that are

important in the cultural bacground into which they have been born.

This method o communication between the tutee and tutor a more

nowledgeable other is said to Iefect development i the interaction

occurs within the childs Eone o proximal developmentJ p.+&.

)ithin this Eone o proximal development Hygotsys hypothesiEed that

Ihigher mental unctioning in an individual has its origins in social

activityJ p.+&. :e urther added the Eone o proximal development Uis

the distance between the actual developmental level as determined by

independent problem solving and the level o potential development as

determined through problem solving under adult guidance or in

collaboration with more capable peersJ p.+&. The partnership with

more capable peers imparts nowledge through diferent ways. 5ome

o these ways includes Idemonstration, leading questions, and by

introducing the initial elements o the tass solutionJ p. 0#&.

Hygotsy clearly stressed the individuals active role in development.


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?1

than he can do independentlyJ p. 0#&. 5ome condition can limit a child

rom doing in2nitely more. These limits are believed to set by the

Icurrent developmental state o the individualJ p. 0#&.

>n the other hand, they don’t give more attention to item J1

which have the mean o +.? which interpreted as Knot al'ay!

applyL. These items stated as ollows* KI ha&e !uMcient

kno'ledge to be !hared to my peerL he total mean under this

position was @.<


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?#

Table +.# will help us to easily determine which among the personality

o every honor students got the highest and lowest mean under

elementary level.


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?+

>n the other hand, item R ? which stated I I follo' the !ettled

time for our peer tutoring acti&ityL was there weaest behavior

during peer tutoring. n the other hand, item JF which stated asL I let the !tudent! do

mo!t of talkingL was their weaest personality because it only

received 6.


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?0

implied to others. This will lead big problem to the leader once it

planted to other student’s mind.

Dor all students who received the position o :onorable mention,

they were excelled under the item J1 which is stated as K A! a

member of the group5 I gi&e prai!e! 'hene&er my member get

the correct an!'erL. This item got the highest mean among all

personalities which is @.1 and interpreted as K apply all time!5

repeatedlyL.

'ccording to "habot "ollege Tutorial 4rogram, praise is the

important step in peer tutoring. Tutors must loo and sound pleased

when saying positive things. 4raise is particularly required or excellent

reading o di3cult words, and getting all the words in a sentence

correctly.

4raising one’s correction helps the learners to motivate

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

learners to do better once they have recogniEed and eel that their

ideas were accepted by every member. (otivation reers to an internal

state o arousal that oten precedes behavior 8pstein and Gogers,

#$$1&.


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??

>n the other hand, the item JF which stated as K I let the

!tudent! do mo!t of talkingL was their weaest personality

because it only acquired the mean o 6.$1 which interpreted as K not

al'ay! applyL. The total mean o :onorable (ention students in

terms o personality was 6.EF.

Dor with honor students, they were preerred to both items o J6

and J1.


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?

that their ideas were accepted by every member. (otivation reers to

an internal state o arousal that oten precedes behavior 8pstein and

Gogers, #$$1&. n the other hand, they were poor in both items o J15@5D5E5F

which have the same mean o 6.< and interpreted as Knot al'ay!

applyJ. These items were stated the ollowing as*


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?C

learning.


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?

!elf#directed learner!L and itemR% stated as K I con!truct my

o'n interpretation! ba!ed on 'hat I ha&e learned from my

peerL.

Drom a Hygotsian perspective on learning, there are social

contexts that provide a learning arena or the development. 5ome

development includes individuals’ cognitive abilities.


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?%

!onnell

p.C&.

>n the other hand, they are poor in both item J1 and E with the same

mean o 6.


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$

need to do is to mae re=ection or insight about the sub/ect to obtain

more efective learning. (oreover, the tutor should also now how the

learners to improve. 'n efective tutor would give students guidance as

to the steps or strategies they can use to improve their learning and

consequent perormance. Learners should now their strengths and

how they can continually develop them. They should also now their

weanesses and how best to wor on them. "orpuE, 5alandanan,

#$11&

'ccording to "orpuE, 5alandanan #$11& nowledge widens and

deepens as students continue to build lins between new inormation

and experiences and existing nowledge base. 4resenting alternative

explanation is one o the characters o peer tutoring because through

this the learners may urther understand the lesson accurately and

efectively.

>n the other hand, they are less preer with item J@ stated as II

gi&e feedback 'hate&er idea! I heard from my peerL which

received the mean o 6.


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1

from my peerL got the highest mean o 6.GD which is interpreted a K

apply many time!5 freuentlyL.

'ccording to "orpuE, 5andalanan #$11& Ione o the richest

resources or learning is the learner himselJ. 8ach individual has an

accumulation o experiences, ideas, eelings, and attitudes which

comprise a rich vein o material or problem solving and learning.

Thereore, students himsel is also a source o learning.

>n the other hand, they are less preerred to item J @ 'hich stated as

K I gi&e feedback 'hate&er idea! I heard from my peerL which is

only got the lowest mean o 6.1 and interpreted as K not al'ay!

applyL. The overall mean o this position was 6.D


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#

their own inventions and novel revisions, thus producing new and

improved products. Thereore, both ability and creativity are needed in

peer tutoring.

>n the other hand, they doesn’t give attention to both item J 1 and @

which have the same mean o $ which is interpreted as K apply

onceL. These items were stated as ollows*


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+

Dor all Haledictorians, they were excelling to item J1 which stated

asL I !ho' acceptance 'hat idea! !hared by my peerL which got

the highest mean o @.E !onnell’s research have shown that educational researchers

have regularly called or environments that would oster students to be

Iinquisitive, sel;motivated, and in charge o rectiying their own

nowledge de2citsJ. ’ !onnell p.C+&.


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0

most explicitly manipulate the reward and tas dimensions o

classroom organiEation

J 5lavin p. #?#&. 5lavin stressed, peer tutoring has a reward structure

where Icooperation is at its coreJ p.#?#&the design o a tutoring

program is governed by its goals. n the other hand, they are poor in item R C which had the mean o

$.E< and interpreted as Knot al'ay! applyL. The overall mean o

this position was 6.FF.

Dor all salutatorians, they were excelling both item R 1 and G which

acquired the same mean o @.$


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?

groupings who are not proessional teachers help each other to learn,

and learn themselves by teachingJ Topping, 1%%, p. +##&. Gecently,

!uran and (onereo #$$?& indicated collaboration as being the central

core o peer tutoring explaining both inter; and intrapersonal

advantages.


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with a supportive role is called the Ktutor’, while less experienced

students receiving help rom a tutor are called Ktutees’ Topping, 1%%,

1%%&. n the other hand, they are less preerred to both item J 65 @5

and F which have the same mean o 6.


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7ecause it only received the mean o $ which interpreted as Kapply

onceL. The overall o this position was @.


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%

P--% TT)%I+* )2 B-- ST-+TS ;-+ *%)P I+ T-%0S

)2 T-I% S- ACC)%I+* T) C)*+ITI,- SQI((S

+81@@

Cogniti&e Skill! 1 $ 6 @ <

)&eral

l

0ean

,

Inte

1. < havesu3cient

nowledge to be

shared to my peer.

$ C1 ?? 1# +.?1 'ppt

re

#. < am con2dent

to share and

express my ideas

to my peer.

$ 0 ?$ #0 +.0 'pp

t

re

+. < thin

analytically and

critically beore <express my ideas.

$ % # 0 #0 +.? 'pp

t

re

0. . < give

eedbac

whatever ideas <

heard rom my

peer.

$ ## C$ +0 1 +.++ Fo

?. < raise question

i < did not

understand the

lesson well.

1 #1 ?C 0? #$ +.#% Fo

. < always ept in

my mind whatever

ideas < gathered

rom my peer

1 0? 1 #% +.C 'pp

t

re


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C$

C. < present an

alternative

explanation i

needed

# 1+ C% +# 1 +.+? Fo

. < monitor,

evaluate and

ad/ust diferent

approaches to

become sel;

directed learners.

# 11 # 0? #0 +.?0 'pp

t

re

%. < construct my

own

interpretations

based on what <

have learned romthe discussion.

1 ? ?0 ?# +$ +.% 'pp

t

re

T)TA( +.?#

'pp

t

re

7ased on the table, the result o peer tutoring o the 788d

students when Aroup according to their !emographic 4ro2le got the

overall mean o +.?# which interpreted as Iapply many times,

requentlyJ.


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C1

'dditionally, Hincent and Ley 1%%%& mentioned that many tutors

unction as cognitive& role models or their tutees, implying that peer

tutors can efectively model study sills, such as concentrating on the

material, organiEing wor habits, and asing questions. 's or 4arr and

Townsend #$$#&, the interplay between peer in=uences and learning is

largely related to the cognitive bene2ts o inormal tal, oten

unrecogniEed by teachers or staf tutors.

P--% TT)%I+* )2 B-- ST-+TS ;-+ *%)P I+ T-%0S

)2 T-I% S- ACC)%I+* T) P-%S)+A(IT/

+81@@

4ersonality >verall

(ean

Herba


72/133

C#

whenever they

need assistance

to overcome

their di3culties

requen

0. < give

corrections

whenever my

peer gave

misinterpretatio

ns.

$ 1+ ?0 ?+ #0 +.# 'pply m

times

requen

?, < ollow the

settled time or

our peer

tutoring activity.

# 1$ # ?1 1% +.+ Fot alw

apply

. < present analternative

explanation i

needed.

$ 11 % 0C 1C +.0% 'pply mtimes

requen

C, < convey to

the student an

expectation

that he@she will

learn and

improve.

$ 1# # ?# 1 +.?+ 'pply m

times

requen

, < let thestudent do the

most o the

taling

% #1 C? #C 1# +.$ Fot alwapply

%. < encourage

my peer to

become

involved in the

discussion

$ ?+ 0 +? +.C 'pply m

times

requen

1$. 's a

member o the

group, < give

praises

whenever my

member got the

correct answer.

$ 0 0? 01 ?0 0 'pply m

times

requen


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C+

T)TA( +.C

'pply m

times

requen

This table shows that the result o 4eer Tutoring o 788d 5tudents

when Aroup in terms o their 5ex got the overall mean o 6.DE which

interpreted as Kapply many time!5 freuentlyL.


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C0

">AF


75/133

C?

become sel;

directed learners.

%. < construct my

own

interpretations

based on what <

have learned rom

the discussion.

1 +? ?? #C +.C$ 'pply ma

times,

requent


76/133

C

488G T6T>GD T:8 788! 5T6!8FT5 D 'A8

'"">G! 48G5>F'LF'Lverall

(ean

H


77/133

CC

the correct answer.

Chapter ,Summary of nding! Conclu!ion and %ecommendation

This study aimed to 2nd out the charactes o the 788d

students during peer tutoring. (oreover, this study aimed to 2nd

out the efectiveness o 4eer Tutoring to all 788d students

concerned to the changes o the academic sill o the tutees. The main instrument used in gathering inormation was a

survey questionnaire.


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C

+8 number o cases18 constant

)hile the ormula o )'4 )eighted 'verage 4oint& was used to

give the verbal interpretation according to its corresponding

mean.

;AP8 f?f6=6>?f$=$>?f1=1> RRRRRRRRRRRRRRRRRRRRRRRRRR

1 )here* ?Qnumber o the responses who answered I'lwaysJ

0Q number o the responses who answered I>tenJ+Q number o the responses who answered I5ometimesJ

#8 number o the responses who answered I5eldomJ

1Q number o the responses who answered IFeverJ

0ean Scale %ating ,erbal interpretation

0.# O ?.$$ Al'ay!;'pply all times, repeatedly

+.0$ O 0.1 )ften# 'pply many times, requently

#.$ O +.+% Sometime!#Fot always apply

1.$; #.?% Seldom# apply once

1.$$;1.C% +e&er# Fever apply once

2inding!:

1. )e ound that males are capable when it comes to peer tutoring

than women in terms o cognitive sill. They are ahead with a little bit

advances than women. They got the total mean o +.?% while women

got +.? which are both interpreted as Iapply many times,

requentlyJ. >ne thing that remars to us, the weaest cognitive sill

o men was to give eedbac whatever ideas they heard rom their

peer but this character was reverse to women. 'ccording to what we


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C%

gathered, this cognitive sill was preerred to women because they got

the highest mean o 0.$+ which interpreted as Iapply all times,

requently.


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$

praises during peer tutoring. (otivation is good because it helps arises

the student’s con2dence.

0.


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1

%ecommendation:

1. The 788d students should maintain peer tutoring in their class to

provide an alternative way o teaching. This will lessen the di3culty o

every learners in sub/ect matter.

#. The 788d students should not only ocus to one or two character as

a tutor or tutee. :e@she must be =exible at all time.

+. 8ach student should pay attention to all inormation shared by every

member to acquire better learning.

2%--+C/ IST%IBTI)+ )2 P--% TT)%I+* )2 B--

ST-+TS )2 PS#%A+-TA

ACC)%I+* T) S-

0A(-

+8 $$

C)*+ITI,- SQI((S 1 # + 0 ? ),-%A(

(

0-A+

,

I+T-%


82/133

#

1. < have su3cient

nowledge to be

shared to my peer.

$ 1 11 0 6.


83/133

+

the interest o my

peer beore we start

the lesson.

times

+. < always help my

peer whenever they

need assistance to

overcome their

di3culties

$ # +.# 'p

times

0. < give corrections

whenever my peer

gave

misinterpretations.

$ 0 0 +.0? 'p

times

?, < ollow the

settled time or our

peer tutoringactivity.

$ $ 1$ C ? +.CC 'p

times

. < present an

alternative

explanation i

needed.

$ # C % 0 +. 'p

times

C, < convey to the

student an

expectation that

he@she will learn and

improve.

$ + C 1$ # +.? Fot a

, < let the student

do the most o the

taling

# ? ? # + Fot a

%. < encourage my

peer to become

involved in the

discussion

$ # % + +.?% 'p

times

1$. 's a member o

the group, < give

praises whenevermy member got the

correct answer.

$ $ C % +.%? 'p

times


84/133

0

2%--+C/ IST%IBTI)+ )2 P--% TT)%I+* )2 B--

ST-+TS )2 PS#%A+-TA

ACC)%I+2 T) S-

2emale

+81$$

C)*+ITI,-

SQI((S

1 $ 6 @ < ),-%A(

(

0-A+

,-%B

I+T-%P%-

+

1. < havesu3cient

nowledge to be

shared to my

peer.

$ ? $ 0% 6.@G 'pply mtimes, req

#. . < am

con2dent to

share and

express my ideas

to my peer.

$ 0 ? 0+ 1% +.+ 'pply m

times, req

+. < thinanalytically and

critically beore <

express my

ideas.

$ ?0 +% #1 +.$ 'pply mtimes, req

0.. < give

eedbac

whatever ideas <

heard rom my

peer.

$ 1 ?% +$ 1? +.+0 Fot alway

?. . < raise

question i < did

not understand

the lesson well.

1 1 ?$ +C 1 +.0$ 'pply m

times, req

. < always ept

in my mind

1 +% ?$ #0 +.C# 'pply m

times, req


85/133

?

whatever ideas <

gathered rom

my peerC. . < present an

alternative

explanation i

needed

# 1$ # 10 +.+0 Fot alway

< monitor,

evaluate and

ad/ust diferent

approaches to

become sel;

directed

learners.

1 1$ ?# +% #$ +.?? 'pply m

times, req

% < construct myown

interpretations

based on what <

have learned

rom the

discussion.

1 + 00 0 # +.C% 'pply mtimes, req

P-%S)+A(IT/

1. < show

acceptance what

ideas shared by

my peer.

$ $ # 0# ?0 0.#+ 'pply all

repeate

#. < humbly

seeing the

interest o my

peer beore we

start the lesson.

$ + ?C #1 +.C 'pply m

times, req

+. < always help

my peer

whenever theyneed assistance

to overcome

their di3culties

$ 0 +C ?0 #C +.? 'pply m

times, req

0. < give

corrections

whenever my

$ % 0 0C #$ +.0 'pply m

times, req


86/133

peer gave

misinterpretation

s.?, < ollow the

settled time or

our peer tutoring

activity.

# 1$ ?# 00 10 +.0 'pply m

times, req

. < present an

alternative

explanation i

needed.

$ % # + 1+ +.0? 'pply m

times, req

C, < convey to

the student an

expectation that

he@she will learnand improve.

> % ?? 0# 1 +.?+ 'pply m

times, req

, < let the

student do the

most o the

taling

C 1 C ## 1$ +.1 Fot alway

%. < encourage

my peer to

become involved

in the discussion

$ 0? +% +# +.$ apply m

times, req

1$. 's amember o the

group, < give

praises

whenever my

member got the

correct answer.

$ 0 + +# 0 0.$# 'pply allrepeate


87/133

C

2%--+C/ IST%IBTI)+ )2 P--% TT)%I+* )2 B--

ST-+TS )2 PS#%A+-TA

ACC)%I+2 T) T-I% A*-

Age 1D

+8$@

C)*+ITI,-

SQI((S

1 $ 6 @ < ),-%A(

(

0-A+

,-%BA

I+T-%P%-T

+1. < have

su3cient

nowledge to be

$ $ 1# 11 1 6.


88/133

shared to my

peer.#. < am

con2dent to

share and

express my ideas

to my peer.

$ 1 1# + +.?0 apply ma

times, requ

+. < thin

analytically and

critically beore <

express my ideas.

$ $ % 11 0 +.C% apply ma

times, requ

0. . < give

eedbac

whatever ideas <

heard rom mypeer.

$ ? 11 # +.#1 Fot always

?. < raise

question i < did

not understand

the lesson well.

$ 0 1# # +.#? Fot always

. < always ept

in my mind

whatever ideas <

gathered rom my

peer

$ $ % 1# + +.C? apply ma

times, requ

C. < present an

alternative

explanation i

needed

$ 1 1 $ +.$ Fot always

. < monitor,

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107/133

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i < did not

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times,

. < always ept in

my mind whatever

ideas <

Documents

Questionnaire For INTERPERSONAL SKILLS OF ELEMENTARY EDUCATION STUDENTS OF PSU-URDANETA CAMPUS