EFFECTIVENESS OF PEER TUTORING ON THE ACADEMIC PERFORMANCE OF GRADE 12 HUMANITIES AND SOCIAL SCIENCE LEARNERS OF IMMACULADA CONCEPCION COLLEGE

Abstract

The educational landscape is continuously evolving, striving to implement innovative strategies that enhance student learning and performance. One such strategy gaining popularity is peer tutoring, where students assist each other in learning under the guidance of a teacher. This study investigates the effectiveness of peer tutoring on the academic performance of Grade 12 Humanities and Social Science (HUMSS) students at Immaculada Concepcion College. HUMSS students face unique challenges, including the development of critical thinking, analytical skills, and an in-depth understanding of complex social concepts. Traditional teaching methods may not fully address these needs, which is where peer tutoring can offer a dynamic, supportive learning environment. Peer tutoring not only promotes academic improvement but also fosters vital skills such as communication, empathy, and self-confidence. The study utilizes a non-experimental descriptive research design to assess the effectiveness of peer tutoring on the academic performance of Grade 12 Humanities and Social Sciences students at Immaculada Concepcion College. Data were collected through surveys and academic records to compare student performance before and after the implementation of peer tutoring sessions. The sample comprises all Grade 12 Humanities and Social Sciences students involved in the peer tutoring program. The survey, conducted with 256 respondents out of a sample size of 252, assessed the effectiveness of peer tutoring on the academic performance of Grade 12 Humanities and Social Science students at Immaculada Concepcion College. Results showed that 76% of students experienced improved academic performance due to peer tutoring, with 64% noting a deeper understanding of complex subjects. Furthermore, 82% of respondents reported increased confidence in their studies, thanks to the support provided by their peers. The survey also indicated that 70% of participants felt that peer tutoring promoted a collaborative learning environment, while 58% appreciated the personalized assistance offered. However, 30% of respondents suggested the need for more structured tutoring sessions. These findings highlight the positive impact of peer tutoring on academic performance, emphasizing its role in enhancing student confidence, understanding, and collaboration. A total of 92% of respondents expressed agreement with the study on the effectiveness of peer tutoring on the academic performance of Grade 12 Humanities and Social Science students. Meanwhile, 7% of respondents indicated they were not interested in the study, and 2% remained neutral in their responses.