Effectiveness of Peer Tutoring in Enhancing Fundamental Arithmetic Operations

Abstract

This study utilized the descriptive correlational design to determine the effectiveness of Peer tutoring in enhancing Fundamental Arithmetic Operations of the fifty-two (52) learners in Grade III-Lily and Jasmine of U-og Elementary School, Inabanga, Bohol. Most of the respondents were at the age of 9 and majority were female. A researchers-made survey questionnaire was used as tool in gathering the data. The gathered data were tallied and analyzed using frequency count, simple percentage, weighted mean, and Pearson Product Moment Correlation Coefficient to test the relationship between Peer tutoring and Fundamental Arithmetic Operations. Results showed that the computed r-value 0.413782 was higher than the critical r-value 0.2732 at 0.05 level of significance with 50 degrees of freedom, so the null hypothesis was rejected. Therefore, there was a significant relationship between Peer tutoring and Fundamental Arithmetic Operations which implied that peer tutoring is one of the strategies that may help and assist learners in enhancing fundamental arithmetic operations.