EFFICACY OF ONE-ON-ONE PEER TUTORING IN IMPROVING THE PROBLEM-SOLVING PERFORMANCE AMONG THE GRADE 10 LEARNERS

Glendon L. Macapayad, Edmar L. Lapinid, Glory Praise Valmoria, Kimberly V. Colis, Lyza Bacalso

Abstract


This study aimed to determine the effectiveness of peer tutoring on the mathematical problem-solving performance of Grade 10 students in a public school in Cebu City during S.Y. 2021-2022. Utilizing a single-group pre-test and post-test research design, the study assessed the impact of peer tutoring on selected students' problem-solving performance in mathematics. Participants were chosen based on their math performance, and peer tutoring was conducted in a one-on-one tutor-tutee format. Two research tools were used: a Learner’s Questionnaire to gather students’ profiles and perceptions of the peer tutoring sessions and a Learners’ Achievement Test to measure their mathematical problem-solving performance. Both descriptive and inferential statistics were employed to analyze the data. Descriptive statistics, including weighted means and Likert scales, were used to summarize the students’ perceptions, while a z-test and paired t-test were used to compare pre-test and post-test scores. The results showed a significant improvement in the students' mathematical problem-solving abilities after the peer tutoring intervention, with a significant increase in their post-test scores. Furthermore, students perceived peer tutoring as highly beneficial in enhancing their understanding and ability to solve math problems. Based on these findings, it is recommended that educators utilize peer tutoring as an instructional strategy to improve students' mathematical problem-solving skills. This approach can also foster greater student participation and interest in learning mathematics.

 

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peer-tutoring, math performance, problem-solving, Grade 10 learners, Cebu City

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References


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DOI: http://dx.doi.org/10.46827/ejes.v11i11.5692

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