Republic of the Philippines

Department of Education

Region I

DANIEL MARAMBA NATIONAL HIGH SCHOOL

Poblacion Norte, Sta. Barbara

EFFECTS OF PEER TUTORING IN IMPROVING ACADEMIC PERFORMANCE

IN THE SUBJECT OF GENERAL CHEMISTRY AMONG

GRADE 12 STEM STUDENTS

A Research Project presented to the faculty of SHS, Daniel Maramba National High School
In Partial Fulfillment of the Requirements of the Subject Practical Research II
S.Y. 2023-2024

Prepared by:

Alvenda, Mari Kristine D.

Bitoc, Rudy Anthony M.

Cabanlong, Madeliene D.

Camacho, Joleanne Zyrelle S.

Carilla, Jaron Edric O.

Fernandez, Johannes T.

Flores, Angelika Jhoy B.

Gray, Alexa Nichole B.

Paramio, Hazell Ann S.

Pasoquen, Raven D.

12 STEM-KELVIN
 ABSTRACT

Pasoquen R. D., Paramio H. S,. Flores A. B., Gray A. B., Cabanlong M. D., Alvenda M.

D., Camacho J. S., Fernandez J. T., Bitoc R. M., Carilla J. O., (2024). Peer Tutoring in

Improving Academic Performance in the Subject of General Chemistry among Grade

12 Science, Technology, Engineering, and Mathematics Students. Senior High School

Department, Daniel Maramba National High School, Sta.Barbara, Pangasinan.

Adviser: DE VERA, NEIL JOHN M.

With that, the primary purpose of this study is to determine the effects of peer tutoring

in the performance of general chemistry among grade 12 Science, Technology, Engineering

and Mathematics of Daniel Maramba National Highschool in the Academice Year 2023-

2024, conducting a single group pretest posttest design to determine the significance of

having the treatment and not.

 CHAPTER 1

INTRODUCTION

BACKGROUND OF THE STUDY

Fuchs et al. (2002) argued that peer tutoring participates in the character

improvement, upgrading and enhancement of schoolchildren during their socialization,

learning classroom condition, and interaction. Peer tutoring was discovered to be useful in

interaction and association experience because the degree of cooperation among students

both inside and outside the study room improved fundamentally.

Diaz et al. (2019) highlighted that even though peer learning was apparently

perceived as a method for gifted students, today, it is used as an egalitarian and socially

inclusive mode. Peer or cooperative learning focuses its gaze on peer interactions to facilitate

cognitive issues that provoke a logical resolution of the conflict and achieve cognitive

advance (Melero and Fernández, 1995). This type of learning refers to group work in

which, above all, positive interdependence is promoted between team members and the need

for the contribution of each member to achieve the objective (Durán et al., 2015).Peer

tutoring is a peer learning technique, and it represents a suitable learning method

applicable in various areas and contents for the development of social skills and

competencies (Moliner et al., 2012). Thanks to the interaction between peers, students learn

in an active and participatory way through the help they receive and offer to other peers of

similar status. As highlighted by Durán et al. (2015), there are two differentiating roles in

each peer tutoring session, the tutor and the tutored. For the student, the learning

opportunities of the tutors, since they receive personalized attention and constant help from

the tutor, both benefit. The proximity environment of the tutorials generates a climate of

trust, which facilitates the tutors to ask questions, outline problems, and make mistakes

without fear, attitudes that are very unlikely to develop with the teachers (Duran Y

Valdevenito, 2014). Thus, peer tutoring reduces student stress and anxiety with possible

academic improvements and greater motivation. In general terms, peer tutoring can generate

benefits for both tutors and mentees (Bowman-Perrott et al., 2013; Moliner and Alegre,

2020; Okilwa and Shelby, 2010; Seo and Kim, 2019).

Peer tutoring is associate degree filmable, peer-intervened technique that features

understudies filling in as scholastic coaches and tutees. Here reasoned that the next

playacting understudy is combined with a lower playacting understudy to audit basic

pedantic or conduct concepts. However, the term peer tutoring is employed to incorporate

each variety. It’s additionally seen that some studies have reported that there’s more issue as a

natural peer tutoring occurs (Mastropierri et al., 2003; Mcpherson, & Nunes, 2013; Outhred

& Chester, 2010).

Peer tutoring presented a revolutionary teaching-learning methodology for tutors

and tutored students; that is, it allows the development of unique competencies to
guide their academic and professional future. According to Kolb’s typification, students

achieve peer interaction according to their diverse learning styles and pace (Blanco, 2017).

Peer tutoring is a teaching strategy that offers a creative way of getting students more

involved and accountable for their own learning in college-level chemistry courses (Zheng &

Campbell, 2021).

Peer tutoring has been shown to increase significantly students’ time spent in

academic instruction and engagement (Egbockuku and Obiunu, 2006; Oludipe, 2007,

Ogbuanya, Bakare & Igweh, 2009). Learning in peer tutoring, where the overwhelming

academic posture of the teacher is not forcing students to play passive roles, is facilitated

because of the classroom environment that allows further knowledge elaboration and

elicitation (Cheng & Ku, 2009; Neugebauer et al., 2016).

Science educators such as Ayuba (2011) considered peer tutoring as one of the

effective and powerful instructional method that can be used to develop academic as well as

social skills in both the tutor and the tutee (the learner).

Diaz et al. (2019) highlighted that even though peer learning was apparently

perceived as a method for gifted students, today, it is used as an egalitarian and socially

inclusive mode. Peer or cooperative learning focuses its gaze on peer interactions to facilitate

cognitive issues that provoke a logical resolution of the conflict and achieve cognitive

advance. This type of learning refers to group work in which, above all, positive
interdependence is promoted and the need for contribution of each to achieve the objective

(Durán et al., 2015).

Peer tutoring is an instructional strategy that consists of student partnerships, linking

high achieving students with lower achieving students or those with comparable achievement,

for structured reading and math study sessions. According to Rohrbeck, Ginsburg-Block,

Fantuzzo, & Miller (2003), peer tutoring is “systematic, peer-mediated teaching strategies”.

The findings by Bowman-Perrott et al (2023) demonstrated that peer tutoring has a

positive impact on academic and behavioral outcomes for adolescents who have Emotional

and Behavioral Disorders (EBD) or are at risk for developing it. There are noticeable

differences between slow learners taught using the class-wide peer tutoring strategy and those

taught using the conventional teacher-led discussion strategy.

Peer tutoring interventions were more effective or showed greater gains for: a)

students in grades 1-3; b) urban settings; c) low socio-economic areas; d) minority students;

e) school-wide prevention programs; and f) when students controlled tutoring sessions

(Rohrbeck, et al., 2003).

Peer tutoring is an innovative concept in the teaching-learning process. Under this

strategy, some students act as “tutors”, teaching to their partners (“pupils”) a part of the

subject. The activity has the support of the professor, who leads and administers the process,
correcting possible misconceptions. It is neither a passive, individualistic or a competitive

learning concept as the traditional mechanism. It is a cooperative approach that aims to

involve students in all aspects of their learning process, as well as to develop didactical and

communicative skills, teamwork habits, solidarity among partners and delve into the content

of the subject (Chiva, et al., 2021) peer tutoring in general chemistry positively impacts

students' academic performance, including their understanding of key concepts, problem-

solving skills, and exam scores. Additionally, peer tutoring fosters a collaborative learning

environment, enhances communication skills, and promotes a deeper understanding of the

subject matter.

In spite of the importance of chemistry in personal and national development,

students’ achievement in both internal and external examinations has been consistently

poor ( Aniodoh & Eze, 2014; Eze & Okorie2019;Anyanime & Abasifreke, 2019; Aniodoh &

Eze, 2022). Anytime and Abasifreke (2019) linked students’ low achievement in chemistry to

teachers’ use of ineffective traditional methods of teaching which do not make room for

active learning. Since the method adopted by a teacher can enhance or inhibit learning, it

becomes necessary that activity-oriented and learner-centered methods such as peer tutoring

should be explored. Students have a tendency to get bored, slept in coursework. Therefore,

chemistry was still classified as the science have been more difficult to be understood by the

students Nurdin (2012) as a prospective educators or learner. Therefore, lectures were able to

provide motivation and introduced environmental chemical material with more attractive and

been friendly with attention to the surrounding environment. According to Mulyasa, et al.

(2010) , to achieve the good learning goal so the lesson should be student center learning,

where learning center for students and lectures as a facilitator. To enhance students
understanding and explain between environmental chemicals studied with the surrounding

environment can be used an approach peer tutoring (Silitonga, 2017).

The role of Chemistry as a science subject in the Senior Secondary School curriculum

transverses both the school and national landscapes. Ranging from inculcation of scientific

knowledge, processes and practical skills to production of goods and basic needs for the

human community, the subject also serves as a pre-requisite to the study of science and

mathematics-related disciplines in the tertiary level of education (Ogunleye & Bamidele,

2013)

General Chemistry II is a common chemistry course that is required for professional

school such as, medical, dental, optometry schooling (Hyacinthe, 2018)

Other factors include the learning environment, the conceptual nature of Chemistry

and this may not be unconnected with the use of inappropriate, teachers and students’ interest,

lack of motivation, abstract nature of chemistry, and the lack of qualified chemistry teachers

amongst others. Gongden and Gongden (2019) noted that the most important factor is the

ineffective teaching methods in use by Chemistry teachers. Most of the chemistry teachers

make use of the usual conventional teaching approach (lecture) instead of student – centered.

strategies. A shift is therefore advocated by researchers to methods that will enable the learner

to construct his/her own understanding (Samba & Eriba, 2012; Nnorom, 2015). As a result of

this, researchers have sought to develop various teaching and learning strategies that are
rooted in constructivism. Among these strategies is cooperative learning, inquiry approach,

experimentation, etc. (Gongden, 2021).

Chemistry is considered a core science that can permeate several areas of knowledge,

such as engineering, health, astronomy, biology, and geology, among others. According to the

Brazilian secondary school curriculum parameters (PCNEM), chemistry is one of the

curriculum components that can promote the intellectual development of the students through

the search to understand nature and its transformations. The chemistry disciplines in

secondary education can afford unique opportunities to students understand the world in the

"chemical" viewpoint and to help them learn important concepts.

Chemistry enables one to perform experiments and learn to observe, record calculate.

precisely and make intelligent inferences. These processes train the mind of chemists towards

inclination to the scientific method. Chemistry, being an important subject among the science

subjects, is offered at the Senior Secondary classes in Nigerian schools so as to help students

learn the important aspects of scientific concepts that would enable them to live effectively in

their immediate environment (Edomwonyi-Out & Avaa, 2011). Ababio (2005) contends that

science in general and Chemistry in particular is systematically based on observation and

experimentation. Chemistry is introduced into the curriculum of Senior Secondary Schools

(SSS) because of its educational value, relevance to the needs of the individual learner and

society as a whole (Ogunleye, 2002; 2009; 2010).

 Despite the importance of Chemistry to mankind, technological development and its

central role among other sciences, the achievement of students in the subject has continued to

be poor. This is manifested in the reports of poor performance of Chemistry students in the

West African Senior Secondary School Certificate Examinations (Njoku, 2005; Ogunmade,

2006; Jegede, 2010; Oloyede, 2010)

FRAMEWORK OF THE STUDY

Figure 1 illustrates the study's conceptual framework. Figure demonstrates how the

study will be conducted using the I-P-O or the Input-Process-Output Model. The first box

illustrates the input which consists of the respondents’ result of pre-test and post-test. The

second box shows the processes involved. The process requires the preparation and validation

of a survey-questionnaire, administration, and retrieval of survey-questionnaires, as well as

the analysis and interpretation of data to formulate solutions and generate answers for the

research problems presented. Lastly, the third box illustrates the output. It represents the

prospective result of which is to propose to improve their practices towards peer tutoring in

enhancing their academic performance in General Chemistry.

Input Process Output

 The result before  Preparation and  Propose to

treatment of pre- Validation of improve their
test in General Survey practices towards
chemistry of Questionnaire Peer Tutoring in
Grade 12 STEM enhancing their
students?  Administration and Academic
 The result after Retrieval of Survey Performance in
the treatment of Questionnaire General
post-test in Chemistry
General  Analysis
chemistry of Assessment and
Grade 12 STEM Interpretation of
students Data
STATEMENT OF THE PROBLEM

This research study aims to determine whether the implementation of peer tutoring

can have a positive impact on enhancing students’ academic performance and understanding

in the field of General Chemistry.

1. What is the result before the treatment of the pre-test in General Chemistry of

Grade 12 STEM students?

2. What is the result after the treatment in post-test in General Chemistry of Grade

12 STEM students?

3. Is there any significant difference in pre-test and post-test scores between

students who receive treatment and those who did not in the subject General Chemistry?

RESEARCH HYPOTHESIS

H₀

There is no significant difference between the pre-test and post-test scores in research

skills of Grade 12 STEM students in control and experimental group in the subject of General

Chemistry.

Ha
 There is a significant difference between the pre-test and post-test scores in research

skills of Grade 12 STEM students in control and experimental group in the subject of General

Chemistry.

SIGNIFICANCE OF THE STUDY

The study on "The Effects of Peer Tutoring in Improving Academic Performance in

General Chemistry" provides insights into how peer tutoring can enhance academic

achievement in this challenging subject, potentially guiding the development of more

effective teaching methods and tailored interventions to improve student success.

The outcome of the study is relevant to the following:

Students: The study's findings directly impact students by offering a potential boost in

academic performance through peer tutoring in General Chemistry. This could mean

improved comprehension, better grades, and a more positive learning experience.

Teachers: Teachers can benefit from insights into effective peer tutoring methods

highlighted in the study. This knowledge equips them with alternative strategies to enhance

classroom learning, creating a more interactive and collaborative educational environment.

Parents: Parents gain awareness of a supportive intervention—peer tutoring—that

may positively influence their child's academic journey in General Chemistry. This
understanding allows parents to play a more informed and supportive role in their child's

education.

Future Researchers: The study's outcomes provide a foundation for future

researchers to build upon. It opens avenues for further exploration into innovative educational

methodologies and the broader application of peer tutoring, contributing to the ongoing

improvement of educational practices and strategies.

DEFINITIONS OF TERMS

Peer Tutoring. A teaching and learning strategy where students assist each other in

their academic development without immediate intervention from a teacher. It involves

activities such as continuing classroom discussions, developing study skills, evaluating work,

resolving specific problems, and encouraging independent learning.

General Chemistry. A foundational course in chemistry that covers fundamental

principles, theories, and concepts in the field, providing a broad understanding of chemical

processes and properties.

STEM. An acronym for (Science, Technology, Engineering, and Mathematics),

representing a curriculum and educational focus on these disciplines.

 Control Group. The group in a research study that does not receive the experimental

intervention, serving as a baseline comparison to assess the effects of the intervention.

Experimental Group. The group in a research study that receives the specific

intervention being tested, in this case, peer tutoring, to evaluate its impact on academic

performance.

Pre-test and Post-test. Assessments conducted before and after an intervention,

respectively, to measure changes or differences in a specific outcome, such as academic

performance in General Chemistry.

Respondents. It refers to the 12 STEM KELVIN students of Daniel Maramba

National High School that will use as the respondents of this research study.

Population. The entire group of Grade 12 STEM-Kelvin students at Daniel Maramba

National High School.

Sample. The subset of the population selected for the study, comprising 30

participants chosen through simple random sampling.

 CHAPTER 2

METHODOLOGY

RESEARCH DESIGN

This study uses a quasi-exprimental research design to determine the cause and effect

links of peer tutoring on the academic performance of grade 12 STEM students in General

Chemistry. Quasi-experimental research is a quantitative research method. It involves

numerical data collection and statistical analysis. Quasi-experimental research compares

groups with different circumstances or treatments to find cause-and-effect links. It draws

statistical conclusions from quantitative data. The research involves the same dependent

variable measured in one group of participants before (pretest) and after (posttest) a treatment

is administered with the aim of examining the cause-effect relationship while intervening

after pretest is administered for variables. The findings will provide valuable insights into the

effectiveness of peer tutoring in improving academic performance in General Chemistry.

SOURCES OF DATA

This study determines the Peer Tutoring in improving academic performance

in General Chemistry during the present.

The respondents of this study were the grade 12 Science, Technology,

Engineering, and Mathematics (STEM)- Kelvin students enrolled in Daniel Maramba

National High School located at Maramba St., Poblacion Norte, Sta. Barbara, Pangasinan.

The sample size was 30 students. They were selected using Simple random

since the schedule of their General Chemistry subject is after Recess or Breaktime. The data
was taken through a survey questionnaire made by the researchers and was validated to

ensure the reliability of the study. This study was conducted during the School Year 2023-

2024.

RESEARCH INSTRUMENT

The research instrument used in this study is a survey-questionnaire, where in the researchers

will collect the primary data of the respondents of this study by having a survey technique

using a questionnaire.

The researcher used the Multiple Choice survey-questionnaire to gather the data of the effects

of peer tutoring in improving academic performance in the subject of general chemistry. The

Multiple Choice questions are the most popular survey question type. They allow your

respondents to select one or more options from a list of answers that you define. They're

intuitive, easy to use in different ways, help produce easy-to-analyze data, and provide

mutually exclusive choices. (Surveymonkey, 2019).

The survey questionnaire is a single-answer multiple choice questionnaire type which asks

respondents to pick one from a predetermined list of answer options. Using a pretest posttest

design the questionnaire consist each of 10 questions.

To ensure the reliability and validity of the modified instrument that will be used, the

researchers sent the questionnaire to one content validator who met the researchers' criteria.

The validator must be teaching General Chemistry in STEM and have been teaching for at

least 5 years. They are required to provide feedback to help enhance the instrument.
ANALYSIS OF DATA

The data collected from the respondents was statistically analyzed using appropriate

statistical tools.

In determining the effects of peer tutoring for problem number 1 and problem

number 2, the researchers used spss to determine the weighted mean and standard deviation

to evaluate the performance of the respondents before and after the treatment (peer tutoring).

CHAPTER 3

RESULT AND DISCUSSION

TABLES

The first problem of this study aims to determine the result of the pretest and post-test in
general chemistry of grade 12 STEM students. The researchers used the weighted mean and
standard deviation of pretest and post-test to evaluate the performances of students before and
after the treatment.

Table 1

Table 1 shows the effects of peer tutoring in the performance of Grade 12 STEM
students in general chemistry. The survey questions were answered by 30 Grade 12 STEM
students. With the mean of pretest being 2.63 and posttest being 6.47 it can be interpreted that
peer tutoring greatly influences the concentration and overall performances of the grade 12
STEM students. The students having smaller standard deviation in the post test can be seen as
their scores being closer to one another with peer tutoring conducted.

In a related foreign study, Academic benefits of the peer tutoring are healthy
participation of students, their problem-solving method, facilitation of others pupils and
giving feedback to others students in their work to minimize the anxiety among the students
(Topping, 1996). Tong (2004) also explained that achievement in performance can be
increased by this method of teaching, and the overall assessment can be taken out easily.
They also concluded that tutors are likely to experienced one and they are helpful to take the
assessment process during peer tutoring. The tutors go to explain the ideas, concepts and
other content knowledge in detail or deep sense to the tutee during learning time in
classroom.

Table 2

The findings in table 2 shows and illustrate the positive difference of peer tutoring in

general chemistry among students. The significance value is .000, thus the null hypothesis

will be rejected, and the alternative hypothesis will be accepted, there is a significant

difference between the students who received peer tutoring in general chemistry and those

who did not.

CHAPTER 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

SUMMARY
 The researchers introduce the significance of peer tutoring in improving academic

performance and social skills, particularly in the context of General Chemistry. It addresses

challenges faced by students in understanding the subject, attributing poor performance to

traditional teaching methods and the conceptual nature of Chemistry. This study adopting a

quasi-experimental design with grade 12 STEM students from Daniel Maramba National

High School as participants. A sample of 30 students is selected through simple random

sampling, and a validated survey questionnaire is used as the primary data collection

instrument. Data is analyzed using appropriate tools. The data presents results and

discussions, displaying the effects of peer tutoring on grade 12 STEM students' General

Chemistry performance. The pre-test mean is 2.63, post-test mean is 6.47, indicating

significant improvement. Smaller standard deviation post-test suggests greater score

consistency. Paired differences analysis confirms a statistically significant difference between

pre-test and post-test scores, affirming the positive impact of peer tutoring. the research

provides evidence supporting the effectiveness of peer tutoring in enhancing academic

performance in General Chemistry. The findings have implications for students, teachers, and

future educational research.

FINDINGS
 This research study aims to determine whether the implementation of peer tutoring

can have a positive impact on enhancing students’ academic performance and understanding

in the field of General Chemistry.

1. What is the result before the treatment of the pre-test in General Chemistry of

Grade 12 STEM students?

The mean result of the pretest before receiving treatment is 2.63

2. What is the result after the treatment in post-test in General Chemistry of Grade

12 STEM students?

The mean result of the post test before receiving treatment is 6.47

3. Is there any significant difference in pre-test and post-test scores between

students who receive treatment and those who did not in the subject General Chemistry?

There is a significant difference between the pretest and post-test scores in research

skills of Grade 12 STEM students in control and experimental group in the subject of General

Chemistry.

CONCLUSIONS

The implementation of peer tutoring in General Chemistry for Grade 12 STEM

students resulted in a significant improvement, as evidenced by the substantial increase in

mean post-test scores from 2.63 before treatment to 6.47 after treatment. This indicates that

peer tutoring had a positive impact on enhancing students' academic performance and

understanding in General Chemistry.

 The observed significant difference between the non treatment and treatment test

conducted further supports the effectiveness of peer tutoring in contributing to improved

research skills in the subject.

In the lessons using peer tutoring strategies, students were overall observed as

engaged in the learning with their partner. During the first lesson, students switched roles

with one person drawing out Lewis dot structures with the other partner explaining how to do

it. Students were observed to be engaged and 95% completed the entire activity and

homework with their partner. During another lesson where a peer tutoring strategy was used,

students switched roles telling the story of a molecule to a partner where they explained its

structure and properties. Students were observed sharing resources and having positive peer

to peer interactions. Four students were on their cell phones during the activity. Observations

of the lessons of the cooperative learning lessons also reflected positive student-to-student

interactions, although slightly less engagement. During a lesson that involved cooperative

learning, where groups of four each had a role to complete one aspect of the activity, students

were observed helping each other get caught up when another group member got behind.

Therefore, it can be concluded that peer tutoring is a valuable strategy for enhancing

students' performance and understanding in General Chemistry.

RECOMMENDATIONS

Based on the conclusions of the study, the following recommendations are offered:

1. Look for tutors with strong subject knowledge, clear communication skills, and a patient

teaching style.
2. Actively engage during sessions, ask questions, and practice problem-solving together.

3. Review class materials before each session to make the most of the tutoring experience.

4. Utilize resources like textbooks, online materials, or practice problems to supplement your

learning.

5. Collaborate with your tutor to identify specific areas of difficulty and focus on targeted

improvement.

6. Don't hesitate to communicate your learning preferences and goals to ensure the tutoring

sessions align with your needs.

7. Lastly, stay proactive in your studies and apply the concepts learned during tutoring in

your independent coursework.

REFERENCES

Marieswari, M. & Prema, N. (2016). Effectiveness of Peer Tutoring in Learning English among
Tutors and Tutees of Class VIII Students in Kancheepuram(11).
https://files.eric.ed.gov/fulltext/EJ1115729.pdf

Gongden, E.(2021).The Effects of Reciprocal Peer Tutoring on Chemistry Students’

Achievement and Retention in Chemical Kinetics in Jos Metropolis, Nigeria(24)
https://iiste.org/Journals/index.php/JEP/article/viewFile/57057/58921

Maheady, L.(2010) .Classwide Peer Tutoring: Practice, Theory, Research, and Personal
Narrative.
https://www.researchgate.net/publication/
254108182_Classwide_Peer_Tutoring_Practice_Theory_Research_and_Personal_Narrative

Danlandi Shehu ,Z. ,Adamu Gagdi J. (2012).Effects of Peer Tutoring Instructional Method on the
Academic Achievement in Biology among Secondary School Students in Zaria Metropolis,
Nigeria.
https://www.researchgate.net/publication/
277249133_Effects_of_Peer_Tutoring_Instructional_Method_on_the_Academic_Achievement_i
n_Biology_among_Secondary_School_Students_in_Zaria_Metropolis_Nigeria

Maldonado-Cid, J., Albornoz-Acosta, J., Vidal-Silvac, C. & Tupac-Yupanqui, M.

(2021).Experiences and Benefits of Peer Tutoring with Students in Chemistry Subjects (10).
https://turcomat.org/index.php/turkbilmat/article/download/5099/4269/9475
Friska Septiana S. (2017).The Using of Peer Tutoring Learning Method inImproving Student's
Understanding.
https://www.atlantis-press.com/article/25893058.pdf

de Quadros, A. , Da-Silva, D., Silva, F., de Andrade , F., Aleme, H., Tristão, J., Oliveira, S.,
Santos , L. & DeFreitas-Silva, G. (2010). The knowledge of chemistry in secondary education:
difficulties from the teachers' viewpoint
https://www.sciencedirect.com/science/article/pii/S0187893X18301393

Tehsain, M. (2022). Effect of Peer Tutoring on Student's Academic Performance in Chemistry at

Secondary Level
https://www.researchgate.net/publication/
368302560_Effect_of_Peer_Tutoring_on_Student's_Academic_Performance_in_Chemistry_at_S
econdary_Level

SABITU', A. & FRANCIS, T. (2016). Impact of Class-Wide Peer-Tutoring Strategy on

Secondary School Slow Learners' Performance in Redox Reactions in Funtua, Katsina State-
Nigeria
https://iie.chitkara.edu.in/index.php/iie/article/view/49/28

Jibrin, A. (2012). Effects of Peer Tutoring Instructional Method on the Academic Achievement in
Biology among Secondary School Students in Zaria Metropolis, Nigeria
https://www.researchgate.net/publication/
277249133_Effects_of_Peer_Tutoring_Instructional_Method_on_the_Academic_Achievement_i
n_Biology_among_Secondary_School_Students_in_Zaria_Metropolis_Nigeria

Química, E. (2011). The knowledge of chemistry in secondary education: difficulties from the
teachers' viewpoint (3)
https://www.sciencedirect.com/science/article/pii/S0187893X18301393

APENDIX A
Letter to respondents
 APENDIX B

Research instruments
 APENDIX C

Content Validity for Survey-questionnaire

 APENDIX D

Summary of the Validators’ Rating on the Content Validity

of the Survey-Questionnaire
 APENDIX E

Computer-Generated Statistical Outputs

APENDIX F
SURVEYING DOCUMENTS
CURRICULUM VITAE

HAZELL ANN S. PARAMIO

Permanent Address: : Gomez Street, Patayak

Sta. Barbara, Pangasinan

Date of Birth: : May 9, 2006

Place of Birth: : Patayak Sta.Barbara, Pangasinan

Father: : Armando G. Paramio

Mother: : Marlyn S. Paramio

Civil Status: : Single

Contact Number: : 0950-364-3789

E-mail Address : paramiohazell@gmail.com

EDUCATIONAL BACKGROUND

2018-Present : Daniel Maramba National High School

Junior High School- Senior High School
Poblacion Norte Sta. Barbara, Pangasinan

2011-2018: : Patayak Elementary School Sta. Barbara, Pangasinan

CURRICULUM VITAE

ANGELIKA JHOY B. FLORES

Permanent Address: : #410, Balingue,

Sta. Barbara, Pangasinan

Date of Birth: : October 15, 2006

Place of Birth: : Patayak Sta.Barbara, Pangasinan

Father: : Jomer S. Flores

Mother: : Andrea B. Flores

Civil Status: : Single

Contact Number: : 0910-841-1124

E-mail Address : floresangelika579@gmail.com

EDUCATIONAL BACKGROUND

2018-Present : Daniel Maramba National High School

Junior High School- Senior High School
Poblacion Norte Sta. Barbara, Pangasinan

2011-2018: : Balingueo Elementary School

Sta. Barbara, Pangasinan
CURRICULUM VITAE

MADELIENE D. CABANLONG

Permanent Address: : #204 Sapang

Sta. Barbara, Pangasinan

Date of Birth: : September 1, 2006

Place of Birth: : Sta.Barbara, Pangasinan

Father: : Marlon L. Cabanlong

Mother: : Jonalyn D. Cabanlong

Civil Status: : Single

Contact Number: : 0992-303-9848

E-mail Address : madscab@gmail.com

EDUCATIONAL BACKGROUND

2018-Present : Daniel Maramba National High School

Junior High School- Senior High School
Poblacion Norte Sta. Barbara, Pangasinan

2011-2018: : Sta.Barbara West Central Elementary School

Sta. Barbara, Pangasinan
CURRICULUM VITAE

RUDY ANTHONY M. BITOC

Permanent Address: : #143 Ventinilla

Sta. Barbara, Pangasinan

Date of Birth: : July 11, 2006

Place of Birth: : Dagupan City, Pangasinan

Father: : Nestor C. Bitoc

Mother: : Geraldine C. Macatbag

Civil Status: : Single

Contact Number: : 0949-438_2113

E-mail Address : rudyanthonybitoc@gmail.com

EDUCATIONAL BACKGROUND

2018-Present : Daniel Maramba National High School

Junior High School- Senior High School
Poblacion Norte Sta. Barbara, Pangasinan

2011-2018: : Sta.Barbara West Central Elementary School

Sta.Barbara, Pangasinan
CURRICULUM VITAE

ALEXA NICHOLE B. GRAY

Permanent Address: : G. Del Prado St., Poblacion Norte

Sta. Barbara, Pangasinan

Date of Birth: : May 22, 2006

Place of Birth: : San Carlos Pangasinan

Father: : Frank Nino I. Gray

Mother: : Winnie B. Gray

Civil Status: : Single

Contact Number: : 0969-053-1962

E-mail Address : grayalexanichole@gmail.com

EDUCATIONAL BACKGROUND

2018-Present : Daniel Maramba National High School

Junior High School- Senior High School
Poblacion Norte Sta. Barbara, Pangasinan

2011-2018: : Sta.Barbara West Central Elementary School

Sta. Barbara, Pangasinan
CURRICULUM VITAE

JARON O. CARILLA

Permanent Address: : Gueguesangen

Sta. Barbara, Pangasinan

Date of Birth: : October 20, 2005

Place of Birth: : San Carlos Pangasinan

Father: : Domingo Carilla

Mother: : Tina Carilla

Civil Status: : Single

Contact Number: : 0919-450-4661

E-mail Address : carillajaron@gmail.com

EDUCATIONAL BACKGROUND

2018-Present : Daniel Maramba National High School

Junior High School- Senior High School
Poblacion Norte Sta. Barbara, Pangasinan

2011-2018: : Sta.Barbara West Central Elementary School

Sta. Barbara, Pangasinan
CURRICULUM VITAE

RAVEN D. PASOQUEN

Permanent Address: : 205H Tuliao

Sta. Barbara, Pangasinan

Date of Birth: : December 31,2005

Place of Birth: : Baguio City General Hospital

Father: : Renato N. Pasoquen

Mother: : Emma D. Pasoquen

Civil Status: : Single

Contact Number: : 0999-403-4619

E-mail Address : raven.pasoquendioso@gmail.com

EDUCATIONAL BACKGROUND

2018-Present : Daniel Maramba National High School

Junior High School- Senior High School
Poblacion Norte Sta. Barbara, Pangasinan

2011-2018: : Sta.Barbara Tuliao Elementary School

Sta. Barbara, Pangasinan
CURRICULUM VITAE

JOHANNES T. FERNANDEZ

Permanent Address: : Alibago

Sta. Barbara, Pangasinan

Date of Birth: : January 25, 2006

Place of Birth: : San Carlos City Pangasinan Provincial Hospital

Father: : Josue C. Fernandez

Mother: : Noemi T. Fernandez

Civil Status: : Single

Contact Number: : 0994-702-4620

E-mail Address : jhnnsfernandez@gmail.com

EDUCATIONAL BACKGROUND

2022-Present : Daniel Maramba National High School

Junior High School- Senior High School
Poblacion Norte Sta. Barbara, Pangasinan

2018-2022 : Tuliao National High School

Tuliao, Sta. Barbara, Pangasinan

2011-2018: : Sta.Barbara Alibago Elementary School

Sta. Barbara, Pangasinan
CURRICULUM VITAE

MARI KRISTINE D. ALVENDA

Permanent Address: : Centro Maronong

Sta. Barbara, Pangasinan
Date of Birth: : February 1, 2006

Place of Birth: : Dagupan City

Father: : Mario D. Alvenda

Mother: : Janet D. Alvenda

Civil Status: : Single

Contact Number: : 0962-827-3542

E-mail Address : KRISTINEALVENDA@gmail.com

EDUCATIONAL BACKGROUND

2020-Present : Daniel Maramba National Poblacion Norte Sta.

Barbara
2017-2020 : Mother Lourdes Learning School Nalsian Calasiao
2015-2017 : Angels Kiddie learning Center High School
San Pablo City Laguna
2014-2015 : Living Lights Learning Center
Poblacion Norte Sta. Barbara
2013-2014 : Eagles Nest Christian Academy Sapang Sta. Barbara
2012-2013 : Great Heritage School Ventinilla Sta. Barbara
2011-2012 : Daycare Maningding school
CURRICULUM VITAE

JOLEANNE ZYRELLE S. CAMACHO

Permanent Address: : #43 A Tuliao

Sta. Barbara, Pangasinan

Date of Birth: : April 7,2006

Place of Birth: : Bolingit, San Carlos City Pangasinan Provincial Hospital

Father: : Joseph C. Camacho

Mother: : Loveleah D. Soriano

Civil Status: : Single

Contact Number: : 0970-857-4689

E-mail Address : zyrellecamacho95@gmail.com

EDUCATIONAL BACKGROUND

2018-Present : Daniel Maramba National High School

Junior High School- Senior High School
Poblacion Norte Sta. Barbara, Pangasinan

2011-2018: : West Central Elementary School

Sta. Barbara, Pangasinan