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Effectiveness of Buddy System and Explicit Instruction in Improving Grade 9 Students' Mathematics Achievement.

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Title: Effectiveness of Buddy System and Explicit Instruction in Improving Grade 9 Students' Mathematics Achievement.
Authors: Cabingas, Lloyd D.1, Comahig, Alice G.1
Source: Psychology & Education: A Multidisciplinary Journal. 2026, Vol. 54 Issue 4, p438-453. 16p.
Subject Terms: *Explicit instruction, *Collaborative learning, *Ninth grade (Education), *Experimental design, *Mathematical ability testing, *Educational intervention
Abstract: This study investigated the effectiveness of the Buddy System combined with explicit instruction in enhancing the mathematics performance of Grade 9 learners at a public school in Cagayan de Oro City. The study involved 60 students, divided into two groups: an experimental group (n = 30) that received instruction through the Buddy System integrated with explicit teaching strategies, and a control group (n = 30) that received conventional, teacher-centered explicit instruction. A quasi-experimental pretest--posttest design was employed. The intervention was implemented during the fourth quarter of School Year 2024-2025. A standardized mathematics assessment developed by DepEd Cagayan de Oro City was administered before and after the intervention. Results showed that both groups demonstrated significant improvement in their posttest scores. However, the experimental group achieved higher mean gains compared to the control group. Further analysis using ANCOVA revealed a statistically significant difference in posttest performance between the two groups after controlling for pretest scores, with a moderate effect size. These findings indicate that integrating peer-assisted learning with explicit instruction enhances learners' mathematics achievement, engagement, and understanding of mathematical concepts. [ABSTRACT FROM AUTHOR]
Copyright of Psychology & Education: A Multidisciplinary Journal is the property of SciMatic Inc., Adnan Menderes Technocity and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Effectiveness of Buddy System and Explicit Instruction in Improving Grade 9 Students' Mathematics Achievement.
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  Data: <searchLink fieldCode="JN" term="%22Psychology+%26+Education%3A+A+Multidisciplinary+Journal%22">Psychology & Education: A Multidisciplinary Journal</searchLink>. 2026, Vol. 54 Issue 4, p438-453. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Explicit+instruction%22">Explicit instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Collaborative+learning%22">Collaborative learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Ninth+grade+%28Education%29%22">Ninth grade (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Experimental+design%22">Experimental design</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability+testing%22">Mathematical ability testing</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+intervention%22">Educational intervention</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: This study investigated the effectiveness of the Buddy System combined with explicit instruction in enhancing the mathematics performance of Grade 9 learners at a public school in Cagayan de Oro City. The study involved 60 students, divided into two groups: an experimental group (n = 30) that received instruction through the Buddy System integrated with explicit teaching strategies, and a control group (n = 30) that received conventional, teacher-centered explicit instruction. A quasi-experimental pretest--posttest design was employed. The intervention was implemented during the fourth quarter of School Year 2024-2025. A standardized mathematics assessment developed by DepEd Cagayan de Oro City was administered before and after the intervention. Results showed that both groups demonstrated significant improvement in their posttest scores. However, the experimental group achieved higher mean gains compared to the control group. Further analysis using ANCOVA revealed a statistically significant difference in posttest performance between the two groups after controlling for pretest scores, with a moderate effect size. These findings indicate that integrating peer-assisted learning with explicit instruction enhances learners' mathematics achievement, engagement, and understanding of mathematical concepts. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Psychology & Education: A Multidisciplinary Journal is the property of SciMatic Inc., Adnan Menderes Technocity and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193107943
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        Text: English
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        Type: general
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      – SubjectFull: Ninth grade (Education)
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              Text: 2026
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