ADEQUACY OF PEER TUTORING IN RELATION TO ACADEMIC PERFORMANCE OF BACHELOR OF ELEMENTARY EDUCATION
DOI:
https://doi.org/10.70059/z5fb8394Keywords:
Peer Tutoring, Academic Performance, Assignments, Examination, Quizzes, ActivitiesAbstract
The study aimed to determine the adequacy of peer tutoring in relation to academic performance. It was conducted at Core Gateway College, Inc., during the 2nd Semester School Year 2024 – 2025. The study's respondents were 71 Bachelor of Elementary Education
students. A descriptive correlational research design was used in the study. The data gathered were interpreted and analyzed using statistical tools such as frequency counts, percentages, means, and standard deviations. Pearson Product-Moment Correlation (r) was used to determine the relationship between two variables. The respondents' ages ranged from 18 – 33 years old, with a mean of 21.11 and a standard deviation of 2.74; majority (78.87%) were females while 21.13 percent were males, and majority (38.03%) of the respondents were second year college, followed by third year college (33.80%), followed by first year
college (21.13%) and the rest of them were fourth year college (7.04%). The respondents rated the adequacy of peer tutoring for examinations, quizzes, and assignments as often, and for activities as always. Findings revealed that more than half of the respondents (52.12%) received an average grade above the mean (1.93).
In comparison, 47.88% had an average grade below the mean, indicating that the respondents' academic performance was mainly
"excellent". Results showed that the adequacy of peer tutoring in examinations, quizzes, and assignments is not significantly related to academic performance. The adequacy of peer tutoring activities is significantly associated with respondents' academic performance.
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