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Peer Tutoring and Performance in Chemistry 100 at the Central Luzon State University, First Semester, SY 2001-2002


The study determined the effect of peer tutoring on the achievement and attitude of students towards Chemistry as a subject. Participants were selected Common First Year students from S8, S9, S10, S12, NS10, NS12 who obtained a score of 40 and below in the first term examination. This was conducted during the first semester of School Year 2001-2002. Chemistry concepts covered include Atomic Structure, Periodic Table, Periodic Trends, Chemical Bonding, Chemical Formula and Chemical Reactions. To assess the students’ attitude toward the subject, an evaluation instrument designed by Umagat (2000) was used. Achievement was measured using a 50-item multiple choice test given before and after the peer tutoring program. To find out students reaction to peer tutoring, an evaluation instrument was given after the program ended. Students who attended the program had more positive attitude towards Chemistry, with a mean value of 3.01. However, analysis revealed that there was no significant difference between the attitudes of students who attended the peer-tutoring program and those who did not attend. Achievement was measured using a 50-item test, which was given before and after the peer-tutoring program. Results showed that the control group had a weighted mean of 12.256 in the pre-test and 17.205 in the post-test. For the experimental group, a weighted mean of 13.135 for the pre-test and 19.162 for the post-test were obtained. Results of the analysis showed that the achievement test scores of the respondents were significantly different at 5% level. Differences between the pre-test and post-test scores were found to be highly significant. The peer-tutoring program was evaluated by the students who attended peer-tutoring (tutees) using a questionnaire consisting of statements about the helpfulness and effectiveness of the program, the learning atmosphere of peer-tutoring and how peer-tutoring can be improved. Overall mean for student evaluation was 3.01 with a standard deviation of 0.57. This means that the students had a positive attitude towards peer tutoring. Few adjectives were used to describe the learning atmosphere of peer-tutoring: relaxed and informal; a cooperative rather than competitive climate is observed; students felt confident to raise questions and they were not hesitant to voice their difficulties. The following emerged from the peer-tutors’ report: getting the attention of the students and motivating them to ask questions; understanding versus memorizing; students’ anxiety about chemistry; and social relationship with students.

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