Effects of Peer Tutoring on the Academic Performance of Selected Grade 9 Students in Science Subject

Abstract

INTRODUCTION

Working collaboratively with peers can enhance teamwork to achieve high academic grades (Department of Education Order no. 31, s. 2012). Peer tutoring is a topic that has received much attention in educational research. Several studies have noted the positive effect that peer tutoring can give, ranging from academic to extracurricular education services (Ching and Chang-Chen, 2009). This action research study allowed me to expand the knowledge base of peer tutoring as an instructional model to increase the academic performance of grade 9 students in Science subject in Bulacnin National High School.

METHODS

The research site was located in Bulacnin National High School, Bulacnin, Lipa City. The group consists of forty-one (43) grade 9 students. The intervention materialized during Independent/ Cooperative Learning (ICL) time for 60 minutes oncea week. High performing students were paired to low performing students based on the results of students Pre-test. The effectiveness of the intervention was determined through post-test, survey questionnaire, self-reflection, and self-evaluation.

RESULTS

The result of peer tutoring promotes overall positive effects to increase the academic grades of the students. The students who participated in the peer tutoring program answered that they enjoy being taught science by their peers, but admitted that the teacher is still better in disseminating science concepts. The results of the tutors and tutees from the self-reflection and self-evaluation survey showed that peer tutoring promoted an active classroom engagement among grade 9 students in Bulacnin NationalHigh School. Students became more attentive and cooperative with group work, developed discipline and respect toward their peers. The results indicated that peer tutoring helped students to increase their grades in science and promote active engagement in the classroom. However, this study of the study was effective is not enough to conclude that peer tutoring is the source of students' improvement in totality.

DISCUSSIONS

The process of peer tutoring program claimed that through the intervention, their scores in Science were improved. They also developed positive and active engagement in classroom activities. Based on the reviews, I suggest constructing a more formal peer tutoring design during independent/cooperative learning (ICL) time. After all, the purpose of the ICL is to engage students to develop good study habits among their peers. Teachers should properly orient the selected tutors to train their tutees.