eMpowered (Enhancing Mathematics Proficiency and Optimizing Work Efficiency for a Resilient, Excell

eMpowered (Enhancing Mathematics Proficiency and Optimizing Work Efficiency for a Resilient, Excellent and Dynamic) Communities towards achieving the Sustainable Development Goals

Richard G. Castor Research and Extension Director Dr. Dariel A. Palmiano Dean, College of Arts and Sciences

Ms. Michelle B. Petallo, Program Chair for BSM Dr. Rosa U. Cid, Arnie D. Delloro Cristine D. Sape BSM 4 Students**

Central Bicol State University of Agriculture – Calabanga Campus Research Development and Extension Research and Extension Program Proposal*

eMpowered (Enhancing Mathematics Proficiency and Optimizing Work Efficiency for a Resilient, Excellent and Dynamic) Communities towards achieving the Sustainable Development Goals

BY:

Richard G. Castor, Research and Extension Director Dr. Dariel A. Palmiano, Dean – College of Arts and Sciences Ms. Michelle B. Petallo, Program Chair for BSM Dr. Rosa U. Cid, Arnie D. Delloro Cristine D. Sape BSM 4 Students**

In consultation with Dr. Helen L. Madela Collaborating Agency: LGU Calabanga, Barangay Councils, DepEd Calabanga Duration:

12 months

Rationale of the Research Project eMpowered as a research project of the BSM program of the College of Arts and Sciences (CAS) adheres to the research-extension continuum. To empower is to give someone more confidence, and strength to do something. The research components are built-in from among series of assessments, benchmarking and stakeholder consultations in its service community. The project is also studentteacher research collaboration at its best. The purpose of this research project is to enhance mathematics proficiency of students and teachers in Calabanga.

Specifically, this research aims to: 1. Assess student‘s (and tutors‘/teachers‘) level of math proficiency, specifically in Algebra; 2. Identify difficulties and contributory factors affecting students‘ performance in Mathematics; 3. Assess needs of students and teachers in Calabanga along teaching and learning Algebra; 4. Design short course and worksheets in Algebra; 5. Implement enrichment class and tutorial for Algebra; 6. Evaluate level of math proficiency, specifically in Algebra after enrichment class and tutorial; and 7. Prepare IEC for teaching and learning Algebra.

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Expected Output Impacts on field of knowledge Results of this research will contribute to policy formulation, teaching approaches and information, education and communication materials development for Algebra.

Effects on individuals or society At the end of this project, it is deemed possible to have heightened competency in mathematics of students and teachers alike, thus are able to contribute to the holistic and inclusive growth and development of the society.

Total Budget Allocation: PhP 97,000.00

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I.

INTRODUCTION

The research focus of many of the studies is primarily learning issues for intelligent tutoring systems for algebra. These researchers are developing algebra based "intelligent" tutors. So, despite the claim of these researchers that the findings and characterizations of tutoring from these studies are applicable to any content area, they may not address key issues of adult learners. Arendale et al. (2007) described tutoring as one to one or small group learning assistance sessions with the finalizing goal of fostering independent learning. Historically, tutoring has existed since ancient Greece and even during the colonial era Harvard students received tutoring in Latin (Lasiewicz, 2008) Teaching on a one-to-one basis is perhaps the most traditional form of instruction, whether in the form of a private tutor for children of the elite, or in the informal education that takes place between apprentice and craftsperson, or even in interaction between parent and child. In fact, tutoring is often considered the most effective method for teaching (e.g., Bloom, 1984; Graesser, Person, & Magliano, 1995; Lepper et al., 1997).

This Research does reveal that motivation directly influences how often students use learning strategies, how well they do on curriculum-related tests, and how they practice their skills after the tutoring sessions. This is why the researchers including the tutors need to know what the motivations of the students are. Brophy (1998, p. 3) defines motivation as ―a theoretical construct used to explain the initiation, direction, intensity, and persistence of behavior, especially goal-directed behavior.‖ The one-on-one interpersonal interaction and the characteristics of learners seeking tutoring give us the opportunity to explore the assessment of the causal factors of motivational change.

According to k-to-12 program curriculum Mathematics is one subject that pervades life at any age and in any circumstance. Thus, its value goes beyond the classroom and the school. Mathematics as a school subject, therefore, must be learned comprehensively and with much depth (k-to-12 program curriculum). That‘s why this research about algebra will focus on the grade 7 students where they will practice their skills and help them to understand more about the subject.

In the Philippines the ratings of the students in mathematics is low according to the results of the Third International Mathematics and Science Study-Repeat (TIMSS-R). A report of the Department of Science and Technology (DOST) said that the 6,601 Filipino students who took the TIMSS last year ranked 36th in both science and mathematics tests out of a field of 38 countries while Other Asian countries dominated the 1999 TIMMS tests. Chinese Taipei and Singapore were tops in science, followed by Hungary, Japan and South Korea. In math, Korea, Taipei and Hong Kong bagged the top scores. That‘s why the researchers are focusing in this subject.

Consistent with the grade school, the most number of students who obtained beginning, conditional and failing grades in general high school were common in Mathematics. Moreover, there were 111 students who obtained the same marks in TLE; 100 in Computer; and 96 in Science. There was only 1 student who obtained the same grades in MAPEH. 4

The researchers are focusing in the algebra subject because it is one of the foundations of mathematics and if the students didn‘t understand this subject they may not understand some of the higher level mathematics. One of the algebra project founder said that algebra is frequently called the gatekeeper subject. It is used by professionals ranging from electricians to architects to computer scientists; it is no less than a civil right (Robert Moses founder of the Algebra Project).

Algebra is not only a simple subject but it is also important in life, people use it in their everyday work it is also use in home even in society. People will always use the skills they have to succeed and while you could s ucceed in some careers without understanding algebra will make it easier to succeed (Ethan Demme).

In related to this the researchers will conduct a tutoring program in a school in Calabanga to improve the grade 7 students in algebra subject. But before the researchers conduct this program they will need to undergo a study on the subject. it is important that the tutor understand subject matter deeply and flexibly so that they can help students create useful cognitive maps, relate ideas to one another, and address misconceptions. Teachers need to see how ideas connect across fields and to everyday life. (Shulman, 1987.)

To be an excellent tutor you need to know that numerous teaching aspects are involved in making tutorials productive learning events. Among the most important are: planning, communicating, delivery, question strategies, activities, and motivation. Below you will find useful strategies to help you deal with each one of these aspects (university of waterloo). You also need to know what skills or knowledge you can offer as a tutor. One reward of tutoring is the opportunity to use and apply what you have learned, and most importantly the tutor must be aware of the differences between you and the learner. You are not trying to change the learner, but to accommodate and use their learning style(s) in order to complete the tasks .Since you are more experienced, it is your challenge to adjust, adapt, or find a way (http://www.studygs.net/tutoring.htm).

In this research the tutors can‘t avoid some problems to the students that‘s why the researchers need to get to know the individual student and not just apply the exact same techniques and strategies to all students (that's what they are already getting in the classroom). Different things work for different people (Aaron Shbeeb).

The researchers would like to use the peer tutoring, the 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, GinsburgBlock). This can help the students by giving the focus of the tutors to them.

Peer tutoring is most effective with drill and practice activities rather than with the introduction of new information. With this in mind, the following are some ideas for implementing peer tutoring: Reading: - reading books together - Sight word practice (i.e., flashcards) 5

- writing a story together - completing reading comprehension tasks together Math: - practice math flash cards - solve word problems together - seriation tasks (tasks which involve a series of steps) Just about any kind of seat work can be worked on in tutor-tutee pairs. With a little creativity on the part of both teachers and students, games and activities can be adapted to learning tasks for tutors and tutees (http://www.cehd.umn.edu/ceed/publications/tipsheets/preschoolbehavior/peertutor.p df). The research indicates that many students enter higher education with a deficit in mathematics for various reasons. For example, frequent problems include a poorly implemented high school curriculum, non-traditional students whose content knowledge is lacking, and those for whom lack of motivation is a key factor in their failure at the college level (Waits, 1988). The goal of this research is to give the students further knowledge about the subject and to improve their skills in algebra.

Academic Tutoring and Mentoring Tutoring is assistance that is provided to students to help them attain grade-level proficiency in basic skills and, as appropriate, learn more advanced skills. Tutoring usually involves assisting with homework assignments, providing instruction and fostering good study habits. Tutoring is provided by class peers, older students, college students, professionals and older adults (M. Anne Powell, M.S.).

Mentoring involves a one-to-one relationship between an older person and a younger one (a protégé) to pass on knowledge, experience and judgment, or to provide guidance and friendship. Mentoring programs link an adult to a younger person, with the goals of reassuring innate worth, instilling values, guiding curiosity and encouraging a positive youthful life. Distinguished from child rearing and friendship, the mentoring relationship is intended to be temporary, with the objective of helping the protégé reach independence and autonomy.

There is an extensive range of tutoring program models, involving individuals of different ages and experiences (Goodlad and Hirst, 1989). For example, undergraduate science and technology students have coached secondary school students who in turn tutored younger elementary and middle school students.

Tutoring is promoted within higher education in order to encourage learning and to prevent dropout among at-risk students.

Most of the research on tutoring generally finds it to be moderately effective at improving academic achievement. In 1982, a meta – analysis of 65 tutoring studies (Cohen) found that tutored students outperformed their peers on examinations, and expressed more positive attitudes toward the subjects in which they were tutored.  Tutoring was particularly beneficial among children from disadvantaged socioeconomic backgrounds, with learners showing greater than average gains in reading and mathematics achievement and less absenteeism than non-participating counterparts. Both structured and unstructured programs 6

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produced measurable academic effects; however, the effects of more structured tutoring programs were greater.

Tutoring benefited both tutors and tutees on cognitive and affective levels.

Tutors developed more positive attitudes toward the subjects that they were teaching, and gained a better understanding of these subjects. However, tutoring was not found to improve the self-concept of either the tutor or the tutee.

The Pringle, et. al., study (1990) identified five major characteristics in successful tutoring programs: 1. Recruiting at – risk students to serve as tutors and training them to act as mentors reduced stigma associated with receiving help.

2. Incentives (such as school credit) encourage tutors to view their tutoring responsibilities as important and productive work.

3. Both tutors and supervising classroom teachers should be trained. Tutors needed substantial support in order to be successful, so effective projects included pre – service training, on-going debriefing and problem – solving sessions and reflective journaling.

4. The most effective projects employed one – to – one tutor – student matching based on interpersonal bonds.

5. Collaborating with local colleges, universities and professional organizations to infuse new ideas and research into schools and strengthen school – community relationships generated broad-based project support.

Mentoring should be part of an overall intervention that offers multiple opportunities. Effective mentoring efforts are built around and coordinated with other program components; successful outcomes are dependent on all components. The most effective mentoring programs have specific goals, criteria for participation and established methods for mentor-protégé interaction, including frequency and duration. Monitoring and evaluation are essential to assess the degree to which programs succeed.

The literature review finds ten features critical to program success.

1. Top management supports programs.

2. Mentoring is one component of, and integrated into, a broader youth development effort.

3. Participation is voluntary.

4. Program duration may be relatively short (up to a year).

5. There are specific goals toward which the mentoring relationship is focused.

6. Mentors and protégés are selected carefully.

7. Mentor and protégé roles are delineated.

8. Orientation and training is provided for both mentors and protégés.

9. Programs have ―structured flexibility‖ to allow mentors to use their own style.

10. Programs are carefully monitored.

These features suggest that the sponsoring organization, mentors and protégés must each be committed to and have ownership in the program and mentoring process.

Theories Underlying Tutoring 7

There are various underlying theories applied in the design and evaluation of tutoring programs being conducted. These include the role model, behaviorist, socio – linguistic, and Gestalt theories. They are not mutually exclusive. They do suggest, however, different priorities and types of activities that differentially address the needs of the tutee or the tutor.

Role theory uses the concept of ―social role‖ to designate a set of expectations that are associated with particular positions in the social structure (e.g., teacher, student). These expectations define rights and duties. Behavior adheres to the role and not to the actor. Thus, when a student tutor assumes the social role of teacher, behavioral expectations shift for the student and for the students being taught. Responsibility is one of the new roles associated with tutoring. Successful tutoring programs result in observable improvements in the attitudes of student tutors, their cooperation with the teacher and assumption of greater responsibility for their education.

Tutors are perceived by tutees to occupy roles closer to them than to the teacher.

Success occurs when there is improvement in the academic performance of tutees.

The behaviorist theory, associated with the work of the psychologist B. F. Skinner, asserts that effective learning occurs when every correct answer is rewarded. Tutoring programs that are based on the behaviorist theory are highly structured, with the tutor presenting materials in a specific order. Both tutee and tutor experience success. The tutee is rewarded by the tutor‘s positive acknowledgment for learning the material presented. The tutor experiences success when the tutee accomplishes greater proficiency with the material.

According to socio-linguistic theory, a student‘s perceptions and ability to perform well in school are determined by speech patterns acquired in early childhood. This theory holds that disadvantaged children learn a ‗restricted code‘ of speech (weak in general concepts) that limits their learning capacity, while middle class children learn an ‗elaborated code‘ of speech that gives them an advantage in the classroom. Tutoring is the technique that is probably best suited to assisting disadvantaged students to expand their speech, and therefore, their potential to succeed academically.

Gestalt theory asserts that learning occurs when the learner can ―locate‖ an item in an intellectual structure or field, or relate an idea to a larger context. This theory suggests that tutors will be the primary beneficiary of the tutoring experience because they have to struggle to make the material meaningful to the tutee through reflecting on their own learning process. This opportunity increases the tutor‘s awareness of the patterns of learning and consequently helps to develop the ability to see problems in new and different ways.

These educational theories underlay specific benefits sought for the participants in tutoring programs (Goodlad and Hirst, 1989: 61-63): 1. Tutors develop their sense of personal adequacy (Role theory).

2. Tutors find a meaningful use of the subject matter of their studies (Gestalt theory).

3. Tutors reinforce their knowledge of fundamentals (Gestalt theory).

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4. Tutors, in the adult role and with the status of teacher, experience being part of a productive society (Role theory).

5. Tutors develop insight into the teaching/learning process and can cooperate better with their own teachers (Gestalt theory and Role theory).

6. Tutees receive individualized instruction (Behaviorist theory).

7. Tutees receive more teaching (Behaviorist theory).

8. Tutees may respond better to their peer than to their teachers (Role theory, Gestalt theory).

9. Tutees can receive companionship from tutors (Gestalt theory).

Peer Tutoring: A Guide to Learning by Teaching, Research suggests four general positive outcomes of tutoring programs: 1. Tutoring can improve student performance and skills, and provoke student interest in participating fully in the educational process.

2. Tutoring benefits can improve the learning of both the tutor and the tutee.

3. Tutoring can relieve the strain on teachers of trying to teach large, often mixed – ability classes.

4. Tutoring is relatively inexpensive and greatly enriches education.

One evaluation found little academic difference between tutored and non – tutored children. However, the parents, teachers and children reported progress in school, more participation in class, more regular homework and more positive attitudes towards school. The lack of definitive academic improvement could be due in part to the testing devices, which might not have been sufficiently sensitive to changes taking place in the children.

Tutoring exists in many forms in higher education. Four basic types have been identified: surrogate teaching; proctoring; co – tutoring; and teacherless groups.

They are also appropriate models for children and youth tutoring programs.  Surrogate teaching delegates teaching to selected students, often graduate students and Ph.D. candidates. The surrogate teachers learn while offering an educational experience for undergraduates.  Proctoring involves students taking on the role of one–to–one tutors for fellow students who are at a similar or lower stage in study. It has been widely used in American universities and colleges. The goal is subject matter mastery.

Study is often self – paced using guides and occasional lectures.  Co – tutoring is informal, partnering students who are encountering difficulty with their studies with each other. Many colleges and universities have formalized co – tutoring so that all students can take advantage of this opportunity for shared learning. Co – tutoring has also been found to be successful with high school students.  Teacherless groups are a variation on tutoring in which peer – led discussion groups meet in the absence of the teacher. The purpose of these groups is to motivate students to become more involved with their own learning, so that they become more active and self – directed in their work. Teachers usually assign work to groups of four to eight students for discussion.

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Volunteer professional mathematicians and scientists from major universities and research corporations teach disadvantaged elementary school children abstract, conceptually oriented mathematics. Project SEED postulates that: 1. This student population performs poorly in school primarily because they believed themselves to be inferior and their teachers have low expectations.

2. The most effective response is to give the children a meaningful experience of success.

3. Children would succeed with advanced algebra when taught by a highly trained person using the ―Socratic‖ or ―discovery‖ method of asking questions in class.

The Project seeks to give children success in a high – status subject and thereby improve their overall interest in study. Instruction is a class period (40 minutes) 4 to 5 days a week.

Seniors as Tutors Numerous schools have developed tutoring programs in which seniors serve as tutors. Researchers report that these programs have many benefits. Seniors often became friends with the young people and with each other. They have the rewarding experience of being part of a school, and of being needed and appreciated.

Adolescent students value these ‗surrogate parents‘ who give them more time and personal attention. Teachers appreciate the help and find seniors to be less critical of teachers and schools than parents. Seniors generally receive training after being screened for suitability. A typical commitment is three hours of tutoring over a three day a week period.

Cohen Meta – Analysis of Tutoring A meta-analysis of 65 studies examining tutoring programs in which children tutored children (Cohen, 1982) reports definite and positive effects on the academic performance and attitudes of the children who received tutoring. The 65 studies assessed effects in three major areas: 1. student achievement as measured on examinations; 2. favorability of student attitudes toward the subject matter; 3. favorability of student self-concept.

Tutored students outperformed their peers on examinations, and expressed more positive attitudes toward the subjects in which they were tutored. Tutoring was particularly beneficial among children from disadvantaged socioeconomic backgrounds, with learners showing greater than average gains in reading and mathematics achievement and less absenteeism than nonparticipating counterparts.

Although both structured and unstructured programs produced measurable academic effects, the effects of more structured tutoring programs were greater.

Tutoring programs also achieved positive effects on the children who serve as tutors. Tutoring benefited both tutors and learners on cognitive and affective levels.

The tutors developed more positive attitudes toward the subjects that they were teaching, and gained a better understanding of these subjects. However, tutoring was not found to improve the self-concept of either the tutor or the tutee.

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At the time that the Cohen meta – analysis was done (1982), the educational research literature on tutoring programs generally reported definite and positive effects on the academic performance and attitudes of students who received tutoring. Tutored students outperformed their peers on examinations, and expressed more positive attitudes toward the subjects in which they were tutored. Tutoring programs also reported positive effects on children who served as tutors. Tutors developed more positive attitudes toward the subjects that they were teaching, and gained a better understanding of these subjects.

Although structured and unstructured programs produced measurable effects, the effects of more structured tutoring programs were greater.

The evaluation found tutoring and mentoring could positively affect academic achievement as evidenced by improvements in test scores, grade point averages (GPAs) and course pass rates. In addition, students showed improved social integration as evidenced by improved attendance, reduced disciplinary referrals and improved student attitudes toward school. The most promising results were found in programs that selected low achieving students to tutor much younger children. The researchers concluded that tutoring and mentoring may be particularly helpful in improving the classroom performance of learners who receive both tutoring and mentoring services that assist them with daily assignments, and help them to develop efficient organizational and study skills.

Tutoring and mentoring appear to produce positive effects in different ways.

Tutoring was perceived by parents as having an immediate and beneficial impact on learners‘ attitudes toward school, both in improved academic performance and attachment to school. Mentoring appeared to have broader influence, receiving community support and recruiting goodwill ambassadors along with mentors.

Analysis of observations, surveys and interview data provides some insight into how and why tutoring and mentoring may be effective at improving the academic achievement of disadvantaged children. Tutoring and mentoring have the potential to alter the low achiever‘s self – perception as an incompetent learner. Working with a tutor or mentor affords the learner a non-threatening way by which to learn how to set and accomplish goals, reason through dilemmas and solve problems. The evaluators report that, ―In this way, tutoring and mentoring can break the isolation that characterizes much classroom work and demystify the learning process by making public the effort that accompanies achievement (but is so often invisible to the low achiever)‖ (p. 39). Interviews of learners revealed that disadvantaged students often found their peers more approachable than teachers for extra assistance, perceiving their teachers as too busy.

Tutoring and mentoring were also found to raise the academic achievement of both the tutors and tutor-mentors, particularly when they themselves were: (1) atrisk; (2) working with younger children in a cross-age tutoring program; and (3) receiving focused and related services, such as mentoring, intensive training or monitoring. Improved self-concept and attitudes toward school were also reported.

This is consistent with prior research by Webb (1987) and Cotton (1988), who report that being selected to tutor conveys three important messages to that student: (1) 11

you are knowledgeable about something; (2) you can help someone; and (3) you are trusted enough to be put in a responsible position. Consistent with Webb (1987), these researchers concluded that tutors achieve academic improvements because they experience increased understanding of the subject matter due to the reinforcement gained from teaching the material to their tutees.

The researchers caution that tutoring should not be seen as a substitute for high quality instruction. The evaluation reported that when weak instruction was observed, tutoring made the class more palatable to students but did not increase the quality of instruction. Indeed, the evaluation revealed that program success is positively associated with teacher involvement and participation.

Tutoring and mentoring were found to be particularly powerful ways of increasing students‘ feelings of belonging to the school community when: 1. Personal compatibility was used as a factor in matching tutors and learners.

2. Mentors or tutors were matched one-to-one with learners in large schools.

3. Tutoring and mentoring services included counseling or problem-solving sessions to help learners constructively address their conflicts with teachers, other school staff or fellow students.

Most projects reported difficulties recruiting enough mentors. The more successful projects had mentoring services that arranged for protégés to spend regularly scheduled blocks of time with their mentors in a local business or community agency. In one project, the mentor and school worked closely to coordinate job-site activities with academic work in order to help the students recognize the link between schoolwork and the real world. The data suggest that job shadowing may spur secondary school students to assess their own skills and plans for post-secondary education. A well-structured tutoring program can be similar to a job shadowing experience or an apprenticeship.

Tutors in some projects were observed to have internalized some of the teaching strategies they learned during training and service. Tutors gained valuable insights into the teaching profession.

Some tutors subsequently reported an interest in teaching as a career path; for others, it reaffirmed a self-assessment that their interests and skills would ultimately enrich their success as a teacher.

Effects on teachers and school-community relations emerged as two additional program outcomes. Teachers‘ responses were generally positive, with those who were involved in design and implementation the most enthusiastic.

Negative responses were reported by teachers who tended to not fully understand the project goals and objectives, and who were asked to complete project – related paperwork viewed as unnecessary, burdensome or counterproductive. The evaluators concluded that while expending resources to develop mentoring relationships is a worthwhile endeavor, establishing effective mentoring services through a school program could be difficult.

Overview of Projects Goals for learners (tutees and protégés) focused on academic achievement and high school graduation, and included (in order of importance): 12

        

improving basic skills in English and math; preventing school drop-out; improving study skills; building self-esteem; improving students‘ attitudes toward school subject matter; increasing attendance; facilitating transition from middle or junior school to high school; improving advanced skills in English and math; developing employment skills.

Goals for tutors included building self-esteem and leadership skills while improving academic achievement and communication skills.

The educational background of the adult mentors varied, with over three-quarters having at least one year of college. A high percentage (87 percent) had already completed one semester or one year as a mentor. Community groups, local businesses, colleges and universities, religious organizations, local media, school newspapers and senior citizen homes recruited mentors.

Several factors were identified as important in selecting tutors:  academic achievement (24 percent);  teacher/counselor recommendation (17 percent);  expressed interest (17 percent);  leadership qualities (14 percent);  dependability (7 percent);  course activity (3 percent);  Availability (3 percent).

Tutoring and Mentoring Duration Research indicates that there is no consensus on how long tutoring relationships should last, or what the optimal duration and frequency of tutoring and mentoring sessions should be. Jenkins and Jenkins (1985, as referenced in Pringle, et. al, 1990) conclude that secondary level tutors and learners should meet one class period each school day, reporting that programs that were continuous and of moderate duration were the most successful. They also concluded that the longer the program and more frequent the sessions, the greater the academic gain.

However, Cohen (1982) found in a meta-analysis of 65 evaluations of tutoring programs that the shorter the duration of services (between sixteen and twenty-six weeks), the better the results (see discussion in Chapter II).

The average duration of 72 percent of the projects was 16 or more weeks.

The average number of weekly sessions ranged between 1 and 5 sessions, with hour-long sessions in 83 percent of the projects.

Cross-Age Tutoring: Its Effects on High Performing Students and Students Atrisk with Learning Disability in Mathematics

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The United Nations Educational, Scientific and Cultural Organization (UNESCO) underscore that education is not simply about making schools available for those who are already able to access them. Instead, it is also about being proactive in identifying the barriers and obstacles encountered by learners in attempting to access opportunities for quality education, as well as in removing those barriers and obstacles that lead to exclusion. The pledge of international community composed of governments, development agencies, civil society and the private sector to work together to reach the goals of Education for All (EFA) movement, which is to provide quality basic education for all children further support the idea of meeting the learning needs of all children.

The Department of Education in the Philippines acknowledged that learning gaps varies across students; thus, interventions that may have to be provided should be tailored to individual learning needs. The said department further recommended cross – age tutoring as one form of interventions that can be provided to students.

Tutoring takes and builds on one of the better aspects of human nature and values as well, which is our capacity and willingness to help each other, making it as one of the learning tool for both tutors and tutees, as well as an instrument for building positive interpersonal relationships among children.

Tutoring can adapt instruction to the learner's pace, learning style, and level of understanding.

Feedback and correction are immediate and basic misunderstandings can be quickly identified and corrected [2].

Tutoring involves one student having responsibility for assisting another student/s in the learning process. Peer tutoring is widely used as an umbrella term for tutoring, encompassing two of its three types. Gaustad (1993) defined peer tutoring as a one on- one teaching process in which the tutor is of the same general age, grade, or academic status as the tutee. When the tutor is an older student, cross age tutoring is the appropriate term to use. The other type of tutoring is the parent/volunteer tutoring, here adults outside the school tutor students [3].

Tutoring has emotional as well as cognitive benefits. Kalkowski [6] pointed three commonly cited benefits of cross-age tutoring to both tutor and tutee: the learning of academic skills, the development of social behaviors and classroom discipline, and the enhancement of peer relations.

The heart of tutoring is diagnostic/prescriptive interaction — a cycle of assessment, feedback, and tailored instruction. Learners have ample opportunities to practice vocabulary building, review, repetition, questioning, and other strategies focused on achievement without being compared to others [4].

[2] Joan Gaustad, ―Peer and Cross-Age Tutoring,‖ ERIC Digest, University of Oregon, 1993 [3] Debbie R. Robinson and Janet Schofield, ―Peer and Cross-age Tutoring: Outcomes and Their Design Implications,‖ Department of Psychology, University of Pittsburgh, 2004 [4] The Access Center, ―Using Peer Tutoring for Mathematics,‖ The American Institute for Research, 14

The Impact of a Math Tutoring Program on Urban High School Tutors The act of tutoring has been around for many years and both teachers and students can serve as tutors. Tutoring is available for many subject areas and has had positive effects on the academic performance of students. In particular, tutoring is valuable for math students and benefits both the tutees and the tutors.

Tutors believe that the math tutoring program helps prepare them for future schooling, occupations, and situations. A majority of the tutors believe that their participation in the math tutoring program is helping prepare them for their future endeavors. All of the tutors expressed that they will have to take math courses following high school and that they are not too concerned because of their experience in the math tutoring program.

Summary of Findings Regarding the Impacts the Math Tutoring Program has on Tutors o Tutors believe that the math tutoring program helps prepare them for future schooling, occupations, and situations. o Tutors believe that the math tutoring program has increased their math confidence levels. o Tutors believe that they make tutees feel more confident in their math abilities. o Tutors have a desire to attend math tutoring and help their peers. o Tutors believe that they understand and remember material because of their involvement in the math tutoring program. o Tutors feel that the math tutoring program is a social and academic program. o Tutors are aware that math can be a difficult subject for students. o Tutors believe modifications could be made in order to reduce student struggles. o Tutors believe certain situations prevent students from attending the math tutoring program.

Tutors believe that the math tutoring program has increased their math confidence levels. The tutors also believe that the math tutoring program has increased their math confidence levels.

Tutors believe that they make tutees feel more confident in their math abilities. Tutors strongly believe that they make a difference and are able to make the tutees feel more confident in their mathematical abilities. A few tutors expressed that their tutees learn from them because they are similar in age and are able to explain the math material in a different way than the tutee‘s teacher.

Tutors have a desire to attend math tutoring and help their peers. Not only do the tutors feel confident and able to assist the tutees, but the tutors actually want to be at math tutoring and help their peers. The tutors are willing to give up their time to attend math tutoring because they enjoy helping other students at a one-on15

one level. Tutors seem to find enjoyment in helping others and even receive an increase in self-esteem because they are aware that they are trying to make a difference and help another student with the understanding of a difficult subject.

Tutors believe that they understand and remember material because of their involvement in the math tutoring program. Tutors believe that by assisting other students, they understand and remember material better and actually learn new material too. The tutors also made it clear that they even received help from other tutors and teachers whenever they had questions regarding their own math homework. By receiving the assistance at the math tutoring program, the students did not have to worry about getting home and not knowing how to do their homework for the evening. The experience allows them to help other students, ask their own questions, and increase their math skills because of the exposure and practice they are experiencing with the math material.

As a tutor, the students get to assist tutees, but they feel that they also benefit from the experience because they understand material better, learn new material, increase their math grades, and feel like a role model to other students.

Tutors feel that the math tutoring program is a social and academic program. While the tutors and tutees work hard during the tutoring sessions, the math tutoring program advisor sometimes enjoys rewarding the students for their drive and determination.

Tutors are aware that math can be a difficult subject for students. While the tutors are very knowledgeable of their math material, they also realize that math can be difficult for some students, including themselves. Most of the tutors stated that they were nervous or scared about future math courses they might have to take, especially Calculus. And, because of their commitment to their own math tutoring program, the students are aware that there will still be assistance in college if they struggle with coursework.

Tutors believe modifications could be made in order to reduce student struggles. The tutors believe that certain modifications could be made in math classrooms in order to reduce some of the struggles students encounter. Similar to the math tutoring program and the one-on-one assistance, the tutors think that teachers should provide more one-on-one time with students in order for students to learn more. Consequently, the tutors believe that there should be more one-on-one time between the teacher and students, more interactive activities, group work, more than one explanation, and positive affirmations in the classroom.

Tutors believe certain situations prevent students from attending the math tutoring program. In addition to some struggles students face in the classroom, tutors commented on situations that impact attendance at the math tutoring program. Some students have issues with transportation after school. A few students choose to walk home. However, some tutors do not feel safe walking home because it requires them to walk long distances and through neighbourhoods that are unsafe.

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Tutors and the math tutoring program advisor agreed that the tutors‘ participation in the program helped prepare them for future success and increased their math confidence levels and self-esteem by helping others. Material was remembered and understood more through the tutors‘ participation in the program and students recognized that math is sometimes difficult, which is why certain modifications could be made to math classrooms. In addition, tutors expressed their thoughts on the program being social and academic and situations that impacted attendance at the math tutoring program.

The findings of this study have revealed a number of meaningful positive results and impacts that support tutors and tutoring programs. These results can especially be used as evidence for other urban schools to begin the implementation of a math tutoring program. Walker (2007) mentioned that expertise in doing, learning, and teaching mathematics can be developed in ways by high school students, including the students who have been labelled as underachieving and uninterested in mathematics, similar to students in urban high schools. This is important because it reveals that even underachieving students can benefit from being a tutor. Being a tutor allows a student to feel more confident because of all the exposure to math material and the assistance the tutor provides to tutees. In addition, tutors feel that they are able to make a difference in the lives of others because they are assisting and teaching their peers about math. Because tutors feel more confident and consider themselves as role models to others, they want to continue to attend the math tutoring program regularly.

The purpose of this research project is to enhance mathematics proficiency of students and teachers in Calabanga.

Specifically, this research aims to: 1. Assess student‘s (and tutors‘/teachers‘) level of math proficiency, specifically in Algebra; 2. Identify difficulties and contributory factors affecting students‘ performance in Mathematics; 3. Assess needs of students and teachers in Calabanga along teaching and learning Algebra; 4. Design short course and worksheets in Algebra; 5. Implement enrichment class and tutorial for Algebra; 6. Evaluate level of math proficiency, specifically in Algebra after enrichment class and tutorial; and 7. Prepare IEC for teaching and learning Algebra.

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II.

MATERIALS AND METHODS This research program will employ a mixed method approach as is presented in the table below as our researchframewrok:

Groups Beneficiary

Tutors

Output

Assessment/PreTest What is the tutee‘s level of proficiency in Algebra?

Preparation

Implementation

Evaluation (Post)

What are stakeholder concerns and expectation?

Pupils‘ responses Observation

What is the tutee‘s level of proficiency in Algebra?

Observation Survey/Consultation (Benchmark)

Worksheet Results

Pre-test

What were the pupils‘ perceptions the enrichment program?

What is the tutor‘s level of proficiency in Algebra?

How did tutors prepared for the program?

Reflection Observation

Pre-test

Crash course on Algebra Worksheets Preparation

Journal of Learning Experience

Photo documentation Standardised Test

Benchmarking tool Training/Course Design Worksheets

Worksheet Result Summary Documentation Journal

Post-test What is the tutor‘s level of proficiency in Algebra?

What were the tutors‘ perceptions the enrichment program?

Post-test M&E Study

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III.

SCHEDULE OF ACTIVITIES

Gantt chart Activities

Assess student‘s (and tutors‘/teachers‘) level of math proficiency, specifically in Algebra Identify difficulties and contributory factors affecting students‘ performance in Mathematics Assess needs of students and teachers in Calabanga along teaching and learning Algebra Design short course and worksheets in Algebra Implement enrichment class and tutorial for Algebra Evaluate level of math proficiency, specifically in Algebra after enrichment class and tutorial Prepare IEC for teaching and learning Algebra

01 X

02 X

03

04

05

X

X

X

X

X

X

August 2016 – July 2017 06 07 08 09 10 11

X

X

X

X

X

X

X

X

X

X

X

X

12

13

14

15

X

X

X

X

X

X

X

X

X

16

X

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IV.

FINANCIAL PLAN

Line Item Budget Month 1 – Month 6 (2016-2017)

eMpowered (Enhancing Mathematics Proficiency and Optimizing Work Efficiency for a Resilient, Excellent and Dynamic) Communities towards achieving the Sustainable Development Goals Maintenance and Operating Expenses A) Supplies and Materials B) Travel C) Communication D) Reproduction, printing & binding cost Subtotal Professional Services A) Honorarium for researcher Other personnel services (statistician, enumerators, etc.) (if applicable) Research assistants (if applicable only) Subtotal TOTAL

Amount 8,500.00 6,000.00 3,000.00 7,500.00 25,000.00 48,000.00

24,000.00 72,000.00 97,000.00

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Logical Framework Program Title: eMpowered (Enhancing Mathematics Proficiency and Optimizing Work Efficiency for a Resilient, Excellent and Dynamic) Communities towards achieving the Sustainable Development Goals Narrative Summary Objectively verifiable Means of verification Important indicator assumptions Goal Globally competitive graduates Sustainable Human Development and work force through Quality Education Purpose Provided math enhancements Statistics Continued support for school, barangays and School census/surveys and patronage of Support to quality education and EFA SMEs partners and program achieved collaborators Output 1. Community Needs, Aspirations, and Resources Assessed 2. Mathematics proficiency and numeracy improved 3. Work efficiency increased 4. IEC materials for the program developed, published and copyrighted 5. Programs extended to service communities

Activities 1.1 Design/test assessment materials;

1. 100% validated benchmarking tools 2. Consolidated report of community needs 3. 50 % of trainees showed VS performance in Math/numeracy 4. Three schools benefitted from the program 5. Compilation of worksheets approved and copyrighted 6. 16 BSM students as tutors 7. One (1) Evaluation study Input 1. Researchers 2. Extensionists (teachers

Submitted reports (status, Strategic resources accomplishment, etc.) provided and regenerated Photo documentation Notarized MOA Copyrighted IEC Tutors‘ Organizational structure

Secondary participation

schools

1.2 Conduct pre and post-test; 1.3 Interview, focus group discussion and observation; 1.4 Asset Mapping 2.1 Conceptualize tutoring and training programs; 2.2 Implement tutoring and training program; 2.3 Evaluate tutoring and training program; 2.4 3 Produce IEC materials to support the tutoring program 4 Create a tutorial group 5 Evaluate program and IEC

3.

4.

5.

6.

7.

and students) Trainer‘s training Provision of equipment and supplies (including transport and meals) Testing and evaluation materials Students and officials of secondary schools Web and IT facilities and services

Availability of students for tutors‘ training Support of local authorities

8.

Preconditions

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Prepared by: RICHARD G. CASTOR Research and Extension Director for Calabanga Campus

*(Adapted from: Anglia Ruskin University, 2012; AuthorAID, 2012; CHRDC, 2012; CHEDUniversity of the Philippines, 2012; PTFCF, 2012)

Sources: Peer Tutoring: A Guide to Learning by Teaching, Sinclair Goodlad and Beverley Hirst, Educational Outcomes of Tutoring: A Meta-analysis of Findings, by Peter A. Cohen, James A. (reviews the findings from the report) Kulik and Chen-Lin C. Kulik.

Cross-Age Tutoring: Its Effects on High Performing Students and Students At-risk with Learning Disability in Mathematics Michel Pampelon Basister University of Nueva Caceres, Philippines 0151, The Asian Conference on Education 2013, Official Conference Proceedings 2013

The Impact of a Math Tutoring Program on Urban High School Tutors, Kyle M. Zwyer, August 2011

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Republic of the Philippines CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE Calabanga, Camarines Sur www.cbsua.edu.ph TELEFAX: (054) 470-19-68

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