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

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. A total of 45 High School students consisting of 28 females and 17 males were the respondents. Utilizing the descriptive action research design and purposive sampling, the researcher distributed to the respondents the validated Students’ Needs Assessment Survey instrument. The researcher developed and implemented the system from June to February 2013-2014 to address the identified research needs. The evaluation of the system was 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 needs of the students regarding their research skills. The females have better perceptions regarding the effectiveness of the system than males (p<0.05). Despite the differences in the perceptions of both genders, the system was very effective since all proponents finished their studies and some projects won in the science fair competitions at regional and national level.

 

Keywords: competitions, effectiveness, perceptions, projects, studies