Improving the Academic Performance of Grade 7 Students in Chemistry using the Peer Tutoring Strategy

Jaybie S. Arzaga
Palawan State University, Puerto Princesa City, Palawan, Philippines

DOI: https://doi.org/10.54476/iimrj228

 

ABSTRACT

 

The 21st century teachers look forward to the future and continue to look for novel strategies and interventions to accommodate the diverse needs of the learners. One of these strategies is peer tutoring. So, the researcher assessed the effectiveness of the peer tutoring on student academic performance to address the critical issue of students’ declining performance in Science. The experimental method was employed through a pretest and posttest control group design. It involved thirty-four (34) Grade 7 learners of Bahile National High School from School Year 2019-2020. Seventeen of them were assigned to the control group and the other seventeen to the experimental group. The experimental group was taught using a peer tutoring strategy, whereas the control group was taught using a traditional method. The two groups were given a pretest before the experiment and a posttest after the investigation. Using the software SPSS 14.0, the findings were analyzed using the mean, standard deviation, and T-test. Finding revealed that the two groups were found to be significantly different. Also, peer tutoring has been found to boost students’ academic performance in the classroom; thus, teachers, especially those teaching Science, might consider utilize it for an effective teaching-learning process.

Keywords: Academic performance, Chemistry, Experimental study, Peer tutoring, Philippines

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