This document describes a study that aims to evaluate the effectiveness of a class-wide peer tutoring strategy in teaching practical research skills to 12th grade students. It involves assigning tutors from each class to help teach lessons plans developed by the teacher over 7 weeks. The study will compare the test scores, assignments, and final grades of students in classes using peer tutoring versus conventional teaching methods. Results will be analyzed to determine if peer tutoring improves learning outcomes in writing proficiency and research skills. The document outlines the research questions, participants, data collection process, and instructional materials that will be used in the study.

2. Empowering Friends: Class-wide
Peer-Tutoring
Strategy in Teaching Practical
Research 2 Among G12 Learners
Dinah G. Oani - Noriel A. Tayag - Joseph C. Cabajes
Authors

3. • students dropping out of school are
specifically caused by the difficulty of
adjusting to the school curriculum.
• students who do not establish good
relationships with their friends,
teachers, and school administration,
• higher tendency to be absent from
school and drop out eventually.

4. • mastering written skills
can be a daunting task
for learners, this is
because it requires a lot of
careful thought, discipline,
and a good understanding
• only 5% of 12th graders
perform above the basic
writing proficiency level

5. mastering written skills can be a daunting task for
learners, this is because it requires a lot of careful
thought, discipline, and a good understanding
5% of 12th graders perform above the basic writing
proficiency level
• stressor of students is research writing
which requires knowledge and skills in
academic writing
• students are having difficulties
in spoken and written
language and some skills in
writing like outlining, word
choice, and other strategies

6.  traditional instructional
methods are no longer sufficient
to address the fast-paced
technological and environmental
changes.
 interventions in the
classroom have been
introduced as a low-cost and
effective way to mitigate
multiple risk factors and
promote protective factors
in the youth population

7. traditional instructional methods are no longer
sufficient to address the fast-paced technological and
environmental changes.
interventions in the classroom have been introduced
as a low-cost and effective way to mitigate multiple
risk factors and promote protective factors in the
youth population,
 peer tutoring is an effective teaching
strategy as an intervention, wherein
learners assist other learners and
learn while teaching others, improving
both academic skills and social
behavior.
 helps to improve students’
social skills and provides
emotional support. Peer tutoring
also improves students’ academic
performance, communication
skills, and enthusiasm to learn,

8. Proposed Intervention, Innovation, and Strategy
o Davao City National High School from November 25,
2023, to January 29, 2024.
o an orientation about the intervention
will be given to them beforehand
o tutors will be carefully selected, and a
comprehensive orientation will be given
to them regarding their role in the
teaching-learning process.

9. • a lesson plan will be developed for each
session.
• The lesson plan for each day will be
discussed and instructed to tutors by
the teacher, one day earlier, so that they
are prepared for the session
Proposed Intervention, Innovation, and Strategy

10.  ensure the effectiveness of the lesson plans, they will
be discussed with subject experts, Master Teachers,
and approved by the school principal
 fourteen lesson plans will be prepared
for the treatment period of seven
weeks
Proposed Intervention, Innovation, and Strategy
 tutors will also be guided on how to teach
various components of the plan and
satisfy their tutees

11.  enforce the rules
 seven weeks, the mean scores on the written
works, performance tasks, final grades, and
post-tests will be used to measure the
effectiveness of class-wide peer tutoring
strategies among the G12 learners.
Proposed Intervention, Innovation, and Strategy

12. Action Research Questions
The main purpose of this study is to investigate the
effect of class-wide peer-tutoring strategies as an
intervention in teaching Practical Research 2
among G12 learners.
1. What is the demographic profile of Grade 12
Students in terms of :
a. sex
b. strand
c. age

13. 2. What are the mean achievement scores of
the Four groups ((Group1 (E1), Group2 (C1
), Group3 (E2) , Group4 (C2)) among of G12
learners in Practical Research 2 in terms of :
a.Written works
b.Performance Tasks
c.Final Grades
d.Post-test

14. 3. Is there a significant difference among
the Four groups ((Group1 (E1), Group2
(C1) Group3 (E2) , Group4 (C2)) of the G12
learners in Practical Research 2 in terms
of :
a.Written works
b.Performance Tasks
c.Final Grades
d.Post-test

15. Participants and Other Sources of Data Information
• currently enrolled this school year
and taking Practical Research 2 as
one of their applied subjects in the
G12 curriculum
• four Grade 12 Classes under the STEM,
HUMSS, ABM, and TVL strand/track.

16. Participants and Other Sources of Data Information
 seven weeks, with 14 teaching-learning
interactions, involving 4 classes with the Practical
Researcher 2 teacher.
 first meeting, students responded to the
Practical Research Teacher-made Pre-test, and
the students were given lectures on the study's
purpose
 acquainted with the lesson materials. In the second
meeting, the treatment started, and students in each
intact class were given their corresponding version
materials for studying for six consecutive weeks.

17. Participants and Other Sources of Data Information
 teachers acted as a medium for management and control
 The last meeting will be used for the administration of
the posttest.
Group Pre-Test Intervention Post-test
Group1 (E1) O1 X O2
-----------------------------------------------------
Group2 (C1) O3 - O4
-----------------------------------------------------
Group3 (E2) X O5
-----------------------------------------------------
Group4 (C2) - O6
-----------------------------------------------------

18.  four groups will be based on the pretest-
post-test scores, written works,
performance tasks, and final grades to
determine the significance of the research
conducted.
Participants and Other Sources of Data Information

19. Construction and Use of Instructional Materials
 Daily Lesson Plan
 Pre-test and Post-test materials
 be used for 7 weeks

20. Construction and Use of Instructional Materials
 forty-item structure
 Learning Competencies
 items tested knowledge,
comprehension, and application of
learned material
 scored dichotomously, with a score of one to the
correct answer and zero to the wrong answer.

21. Construction and Use of Instructional Materials
 one teacher
 experimental groups will be taught
using the class-wide peer tutoring
strategies as embedded in the Daily
Lesson Plan.
 control groups were taught
through the conventional
teaching methods

22. Construction and Use of Instructional Materials
 effectiveness of the class-wide tutoring
strategies
 written test, performance task, final
grades, and post-test results.