Theoretical Study

According to the theoretical analysis of Jiska Cohens (1986), peer tutoring is recognized
by reviewers on this research area. The Study talks about the processes of peer tutoring from
the 3 perspectives (Pyschological, Educatonal and Social.) It also discusses the definitions as a
process of learning and teaching experience and conceptualization in terms of social system and
as a group reward structure. It provides framework for studying and implementing peer teaching
to enhance academics and social Goals.

Internationaly Study

Accoring to the international study of Dominique Sluijismans (2007), there were 2 issues
in teaching profession: the design of more skill-based education and the involvement of students
by means of peer assessment. It talks about the enhancement of education with collaboration of
students in the means of Peer Assesment. The study includes training of Ninety-three student
teachers that were assigned on an imporatant skill named "defining performance criteria." Half
of the group trained in experimental and the other half was on the control group. The study
shows that experimental group scored significantly higher on the use of criteria, but did not
surpass the control group on the content-related task performance.

Local Study
According to the research work of Vasay, E. (2010), she focused on the freshman college
students of Don Mariano Marcos Memorial State University, institute of Science, Agoo, La Union.
The study aims to find out if the performances of the students in College Algebra will improve.
The study made used of the Pre-test-Post-test Control-experimental group design dividing the
freshmen college students into two. One group was taught with peer teaching while the other
group was taught without peer teaching. The B.S. Biology I was used as the experimental group
and the control group was the B.S. Math I. At the end of the study, it was found out that there
was a significant difference in the mean gain between the experimental and control groups. It
means that the experimental group had a significantly greater gain in their performance in
College Algebra with the use of peer teaching while the control group did not.

Additional Study
At the beginning of 1980, Joyce and Shawn conducted an investigation on their
hypothesis that peer-teaching would result in much greater transfer than training alone. They
asumed that the tutor needs to have deeper understanding or expert in the area. The literature
on supervisory practices and feedback influenced the thinkings of researchers as they struggled
to form the kind of structured feedback that appeared to facilitate skill development. The result
in their study is that teachers who had a coaching relationship---that is, who shared aspects of
teaching, created plans together, and pooled their experiences--- were able to find out new skills
and strategies. These new findings were practiced more frquently by those who experienced
coaching relationship than those who worked alone to expand their knowledge.
At the end of their study, they recommended that schools should organize teachers into
peer-teaching teams and arrange the system or school settings so that the teachers could work
together in order to gain enough skill to help the learning of students.