Authors : Marilyn S. Atamosa; Elizabeth D. Dioso

Volume/Issue : Volume 9 - 2024, Issue 7 - July

Google Scholar : https://tinyurl.com/3x3ccv36

Scribd : https://tinyurl.com/5y3sz4t7

DOI : https://doi.org/10.38124/ijisrt/IJISRT24JUL1085

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study examined the effectiveness of peer tutoring on the academic performance of Grade 2 pupils at Gabi Central Elementary School in Gabi, Compostela, Davao de Oro, for the school year 2023-2024. Utilizing a quasi-experimental one-group pre-test post-test design, the research focused on pupils who underwent a structured peer tutoring intervention in English. Initial assessments indicated a low proficiency level categorized as "Did Not Meet Expectation." Post-intervention, there was a significant improvement in proficiency, achieving a "Very Satisfactory" performance nearing the "Mastery Level." The statistical analysis revealed a significant difference in the academic performance of pupils before and after the intervention, underscoring the positive impact of peer tutoring. This improvement highlights the potential of peer tutoring to address learning deficiencies, foster engagement, and enhance academic outcomes among young learners. The study underscored the importance of adopting collaborative learning strategies to support diverse educational needs. The findings suggest that peer tutoring is an effective educational approach, benefiting both tutors and tutees by enhancing understanding, promoting active learning, and building a supportive classroom environment. This research contributes to the body of knowledge advocating for peer tutoring as a valuable tool in educational settings, particularly in regions with limited access to additional academic support at home. The study recommends further exploration of peer tutoring's long-term benefits and its application in other academic disciplines to generalize its efficacy.

Keywords : Peer Tutoring, Academic Performance, Grade 2 Pupils, Quasi-Experimental Design, Collaborative Learning, Educational Intervention, Philippines

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