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Using Peer Mentoring-Buddy System as an Intervention Strategy to Enhance Science Research Skills

Hazel R. Balan

Students have difficulties in conducting science research. In an attempt to enhance students’ interests and skills in conducting science investigatory projects, this study designed and used the peer mentoring-buddy system as an intervention strategy to address the identified needs of students concerning their research skills. This paper also determined the effectiveness of the system and examined if there is a significant difference in the perceptions of both genders. This study also determined the percentage of project completion among students provided with the peer-mentoring. The descriptive action research design was used. The validated Students’ Needs Assessment Survey Instrument was distributed to a total of randomly selected 45 junior high school students (28 female and 17 male) of Gingoog City Comprehensive National High School, Philippines. The researcher developed and implemented the peer mentoring-buddy system from June 2013 to February 2014 to address the identified research needs. The system was evaluated in the month of March using the validated Peer Mentoring Survey Questionnaire. The weighted mean, percentage, and t-test were the statistical tools used. Results of the study revealed that using the system was very effective in addressing the high level of student needs regarding their research skills. The female students have better perception regarding the effectiveness of the system than male students (p<0.05). Despite the differences in the perceptions of both genders, the system was found to be very effective since all proponents finished their studies and some projects won in the science fair competitions at regional and national level.

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