cross mentoring in enhancing the
mathematical performance of grade 7
students
Roveric: In the field of education, Action research
involves systemic inquiry by educators interested in
the teaching-learning process or environment to
gather information about how their school functions,
how they teach, and how their students learn. Action
research focuses on the solution of a problem or
informing individual and community-based
knowledge. It is one way of gathering evidence for
the sake of implementing change in practice. It
bridges theory and practice because educational
decisions are based on real life. Action research is a
participative and collaborative venture. It is less of
theoretical input but rather of actionable input.
Roveric: Now let us ask one of the researchers, where
their study focuses on?
Christa: Our study involves academic performance of
the students in the field of Mathematics, wherein
cross age mentoring is our intervention to take an
action in these challenges. Our study entitled “Cross
age mentoring and enhancing the mathematical
performance of grade 7 students at Tococ national
high school located at Bayambang, Pangasinan
Roveric: Why cross-age mentoring is your choice as
intervention?
Christa: Cross-age mentoring can be an effective
intervention because it is beneficial as it places the
older students into a more responsible role over their
younger peers hence a more friendlier learning
environment. It encourages connection and trust, as
cross age mentor-sparing students tend to be of a
closer age to the younger one who respects the
mentor. Age-diverse relationship encourages both
positive social and academic performances among
the participants; the mentees gaining confidence and
skills while the mentors gain leadership and
compassion. It is also a very productive, cost-free
way of uniting a school, especially in breaking the
age stratification and enhancing the spirit of working
with each other.
Roveric: How did you come up with this study?
Angel: The Philippines has consistently performed
poorly in international mathematics large-scale
assessments. From the Results of the 2018
Programme for International Student Assessment
(PISA) showed the Philippines ranked 2nd to the last
in Mathematics based on country means
(Department of Education, 2019). This clearly shows
that there are more Filipino students who fall below
international standards in terms of mathematics
proficiency, indicating insufficient mathematics skills
compared to their age group counterparts from other
nationalities.
Angel: Therefore, According to Chi, C. (2022), the
PISA result shows that, compared to 81 countries, the
Philippines rank 66th-lowest in both mathematics
and readings. A reinforcing cycle of negative
perceptions, stereotypes for forcing these
stereotypes, may lead to a sense that discourages
children and makes them less interested in math as
they fail to perform.
Angel: The PISA data, both for the 2018 and the 2022
rounds, along with complementary data available to
the Department of Education, should be explored and
rigorously analyzed to inform interventions at the
national level down to the classroom levels. Beyond
the general data, the PISA results offer granular
information that will make analysis more meaningful.
Aira: We choose grade 7 as the target participants in
this action research plan Because According to
DepEd Memorandum No. 160 s. 2012, Grade 7
students performed poorly, with a 33.45% MPS in the
school year 2022–2023, which is considered poor
performance. The researcher used the poor
performance of Grade 7 students during the first
quarter of the previous school year as one of the
foundations for developing an alternative evaluation
technique that will aid in increasing their
concentration and motivation in mathematics
learning through integration. Furthermore, the
Department of Education (DepEd) has pledged
significant reforms in response to low performance
on previous exams. To elevate the standard of
primary education in the Philippines, they initiated
the “Sulong Edukalidad” program.
Aira: These difficulties have a significant impact on
students' learning in a variety of courses, more
particularly mathematics. One of the branches of
mathematics where students find it difficult to learn
is the basic descriptive measures in statistics. As the
study start to the topic of basic descriptive measure
in statistics, it is important to understand that these
subjects require active engagement and hands-on
learning experiences for students to develop a
deeper understanding.
Aira: Specifically, this study aims to determine the
effectiveness of cross-age mentoring in enhancing
grade 7 students' performance in basic descriptive
measure in statistics. The completion of this research
with proposed measures to promote cross-age
mentoring will benefit students in improving their
academic performance in basic descriptive measure
in statistic, teachers in improving their techniques
and strategies in teaching Math; to inform and give
ideas to the parents on how to improve their
children's performance, to help the administrators in
planning the curriculum to enhance the students'
performance in basic descriptive measure in
statistics, and this study will help other researchers
as a related study in conducting research.
Christa: Do you consider your proposed research plan
beneficial in coming up with an excellent CBAR?
Jecris: Absolutely, we consider that the action
research plan we proposed is beneficial for creating
an excellent Classroom-Based Action Research
(CBAR) report because it provides a systematic
approach that addresses real-world problems and
fosters collaborative learning in the teaching and
learning process that allow students to visualize
mathematical concepts, making learning more
accessible and relevant. We proposed action
research by considering the problems that we
encountered in the classroom environment, and one
of the problems that we want to take action to
reduce or resolve that issue is the anxiety of the
students in mathematics.
Roveric: In this action research, we would probably
say that cross-age mentoring was advantageous for
both mentors and mentees, students, teachers, and
in coming up with an excellent CBAR. This study aims
to diminish students’ math anxiety to perform well in
this field, of course, to have a healthy and safe
environment. Also, this study focuses on mastering
numeracy skills and improving academic
performances. Furthermore, the intervention of this
study gives the children supports in their academic
and personal development with the aim of building
confidence, a sense of belonging leading to better
overall experience at school using concrete teaching
strategies, and it encourages effective teaching and
motivational learning.
Christa: What are your experiences in writing this
classroom-based action research?
Jecris: Writing our classroom-based action research
report was a transformative experience that
significantly contributed to our academic and
personal growth. This process involved overcoming
various challenges, but it ultimately fostered a deep
sense of collaboration and teamwork. Through
working with peers, we enhanced our ability to
communicate and engage in collective problem-
solving.
This process not only sharpened our analytical
abilities but also cultivated a reflective mindset,
enabling us to consider the implications of our work
for future teaching practices.
Overall, the journey of completing this action
research report was enriching, providing us with
valuable insights and skills that will benefit our
career in education.