EFFECT OF PEER COACHING AMONG TEACHERS ON THE MATHEMATICS PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS IN THE PHILIPPINES

Author Name: Ramabelle A. Santiago

Volume/Issue: 02/06

Country: Philippines

DOI NO.: 08.2020-25662434 DOI Link: https://www.doi-ds.org/doilink/12.2021-64753228/UIJIR

Affiliation:

Teacher III, Castillejos National High School, Castillejos, Zambales, Philippines

ABSTRACT

This research was conducted to determine the effectiveness of Peer Coaching among Teachers on the Mathematics Performance of Junior High School in the Philippines. A quasi-experimental design was used to establish the cause-effect relationship between the use of peer coaching among teachers and mathematics performance of the students. Random sampling was used for the students and for the teachers used were the mathematics teachers handling junior high school. Data were analyzed using frequency distribution, weighted arithmetic mean, standard deviation, paired t-test and independent samples t-test. The study revealed that the entry level of Mathematics performance of junior high school students in the control and experimental group is poor. The level of Mathematics performance in the control and experimental groups after peer coaching among teachers is fair. There was no significant difference in the level of Mathematics performance between the control group and experimental group before and after the peer coaching. There was a significant increase in the level of Mathematics performance in the control and experimental groups after the application of peer coaching. Disagreements occurred during class proceeding, with the application of peer coaching can be handled by making the math concepts more approachable. The students’ interaction during class proceeding that has the most frequency is chorus or group interaction.

Key words: Peer Coaching, Teachers Performance, Students Performance, Disagreements