Lemery Colleges, Inc.

A. Bonifacio St., Brgy. Bagong Sikat, Lemery, Batangas

RELATED LITERATURE

This chapter includes a review of relevant information from the literature as

well as studies conducted by the authors. This will provide more information
about the proposed study.

FOREIGN LITERATURE

According to (Davis et al., 2019) Peer tutoring is an instructional strategy in

which students assist one another in learning content by repeating key concepts.
This meta-analysis looked at the effects of peer tutoring in 26 single-case
research studies involving 938 students in grades 1–12. The TauU effect size for
195 phase contrasts was 0.75, with a confidence interval of CI95 = 0.71 to 0.78,
indicating that peer tutoring provides moderate to large academic benefits.
Dosage, grade level, reward, disability status, and content area were all
investigated as potential moderators of these effects. This is the first peer
tutoring meta-analysis in nearly 30 years to look at outcomes for elementary and
secondary students, and it goes beyond previous peer tutoring meta-analyses by
looking at disability as a potential moderator. According to the findings, peer
tutoring is an effective intervention regardless of dosage, grade level, or disability
status. Those with emotional and behavioral disorders benefited the most among
students with disabilities. The ramifications are discussed.

According to (Goodrich 2017) The goal of this review is to look at research

on peer mentoring among K–12 students in order to help practitioners figure out
how to incorporate these instructional techniques into their own music programs.
The primary themes of peer mentoring in the music education literature include
the role of music teachers, the role of students as they learn from one another,
and the role of socialization. This article concludes with implications for music
educators and recommendations for future research to inform practice and guide
future research on peer mentoring among K–12 students.

According to (Clarence 2016) Peer tutors in higher education are

frequently assigned important teaching and learning tasks, but the training,
professional development, and support opportunities they are provided vary, and
peer tutors are frequently under-supported. To create and sustain teaching and
learning environments that are better able to facilitate students' engagement with
knowledge and learning, peer tutors' roles as learning and teaching partners to
both lecturers and students must be recognized differently. To fully realize this
role, tutors must be provided with opportunities for more in-depth professional
academic development.This paper investigates a tutor development program
within a South African writing center that aimed to provide ongoing and
 Lemery Colleges, Inc.
A. Bonifacio St., Brgy. Bagong Sikat, Lemery, Batangas

cumulative opportunities for learning and growth to tutors through a balanced

approach that included scholarly research and practice-based training. The paper
investigates the types of development in tutors' thinking and action that are
possible when training and development is theoretically informed, coherent, and
oriented toward improving practice using narrative data tutors provided in
reflective written reports.

According to ( Alegre et al.,2020) Peer tutoring in Mathematics has been

shown to improve academic performance at all levels of education, from
preschool to higher education. Recent literature reviews and meta-analyses,
however, show that students make more progress in primary or elementary
school (ages 7–12 years) than in secondary education, middle school, and high
school (ages 13–18 years). The purpose of this study was to look at the effects of
peer tutoring on students' mathematics achievement in primary and secondary
school in similar settings. The study included 89 students from the first, fourth,
seventh, and ninth grades. This study was quasi-experimental in nature, with a
pretest–posttest design and no control group. Significant improvements were
found in both primary and secondary education, according to the statistical
analysis. There were no significant differences in the increments of the students'
marks when these educational levels were compared. Cohen's d = 0.78 was
reported as the experience's global effect size. The main conclusion is that Peer
Tutoring in Mathematics provides comparable academic benefits in both primary
and secondary education. Future research is required because the superiority of
Peer Tutoring in Primary Education over Secondary Education in the subject of
Mathematics has yet to be demonstrated.

According to (Osayimwense 2017) Peer tutoring encourages both

academic gains and social experiments. It can also assist teachers in dealing
with challenges such as limited instructional time, multiple circular requirements,
and appropriate student social engagement. Students engage in active learning
while keeping track of their progress. Peer tutoring is also beneficial in inclusive
classrooms because it allows teachers to address a wide range of learning needs
while engaging all students at the same time. Furthermore, the collaborative
learning component of the strategy promotes positive social interaction among
students in a classroom setting.

RELATED STUDIES
 Lemery Colleges, Inc.
A. Bonifacio St., Brgy. Bagong Sikat, Lemery, Batangas

According to (Galbraith et al., 2011) This study investigates how peer

tutoring can support tutors' learning by drawing on role theory and socio
constructivist ideas about learning. Over the course of eight weeks, ten 16–
17yearold biology tutors worked with twenty one 14–15yearold students from a
science class. An online wiki, tutor interviews, paired tutor discussions, and video
recordings were used to collect data. The tutors' perceptions of their roles
motivated them to learn the material, and their learning was supported by
discussion and explanation, revisiting fundamentals, making connections
between conceptual areas, testing and clarifying their understanding, and
reorganizing and building ideas, rehearsing them, and working with them
Repeatedly to ensure their comprehension When tutors used long answer
questions, there was evidence of students reflecting on their learning and making
connections between conceptual areas. Tutors could focus on key points and
engage with basic ideas from various perspectives when preparing to tutor.
Mental reenactment of peer tutoring episodes assisted them in recognizing flaws
in their own subject knowledge.

According to (Ekstrand 2011) Peer tutoring is an instructional strategy that

teachers have used to improve academic achievement in the classroom. It
consists of student partnerships that pair higher achievers with lower achievers
or students with comparable achievement for structured reading study sessions.
According to some studies, peer tutoring may promote greater academic gains
than teacher instruction. This could be because the student feels more at ease in
peer interactions, allowing for easier cognitive growth and skill development.
There has been a lot of research done on peer tutoring.Due to low reading
fluency on baseline measurements, four students were chosen for peer tutoring
sessions in this study, two of whom are struggling readers. Peer tutoring with a
partner reading routine called "Fifteen Minutes to Fluency" has been shown to
improve reading fluency. For three weeks, data was collected four days a week.
The findings indicated that this was an effective instructional strategy for
improving reading fluency.

According to (Shelby 2010) The effects of peer tutoring on academic

performance of students with disabilities in grades 6 through 12 were
investigated in this synthesis. Twelve studies met all of the criteria for this
synthesis: (a) they were original studies, (b) they were published in peer-
reviewed journals between 1997 and 2007, (c) they investigated peer tutoring in
special education students in Grades 6–12, and (d) they implemented peer
tutoring as an intervention and measured the effect on academic outcomes of
students with disabilities. Peer tutoring has a positive academic effect on
 Lemery Colleges, Inc.
A. Bonifacio St., Brgy. Bagong Sikat, Lemery, Batangas

students with disabilities in Grades 6 through 12, regardless of disability type,

according to the findings. Peer tutoring has been shown to be effective for
special education students in both general and special education settings. Peer
tutoring implemented across subject areas had a positive academic impact as
well. Each of the 12 studies used peer tutoring in at least one subject (e.g.,
language arts, math, science, and social studies).

According to ( Ali et al., 2015) The study looks into the concept of peer
tutoring and its effect on learning. Peer tutoring can be used with students of the
same age group or with students of different ages. Throughout the process, the
students learn from one another in a systematic manner. It is a well-organized
and beneficial learning experience in which one student serves as tutor or
teacher and the other as tutee or learner. Peer tutoring allows students to put
their knowledge and experience to use in a meaningful way. Tutors reinforce
their own learning by reviewing and reformulating their knowledge during this
process. The learner or tutee, on the other hand, receives one-on-one attention.
Peer tutoring helps both the tutor and the tutee gain self-confidence, the tutor by
observing self-competence in his or her ability to help someone, and the tutee by
receiving positive reinforcement from peers. As a result, peer tutoring has a very
positive impact on the learning process.

According to ( Bigozzi et al., 2017) After controlling for the effect of reading
comprehension, this study examined the predictive relationship between reading
fluency and school outcomes across schools levels (primary, secondary and high
school). 489 children from Italian primary (grade 4 and 5), secondary (grade 6
and 8), and high schools were included in the study (grade 9). A standardized
reading achievement test was used to assess student’s reading fluency and
comprehension. We request each other participant’s school reports at the end of
the school year. Reading fluency predicted all school grades in all literacy-based
subjects, with reading rapidity being the most important predictor, according to
our data. The school level had no effect on the relationship between reading
fluency and school outcomes, confirming the importance of effortless and
automated reading even at the highest levels of education. Overall, this study
emphasizes the importance of identifying evidence-based tasks that can be
administered in a short period of time to a large number of people, are simple to
create and are linked to school outcomes.