Peer Tutoring: An Intervention to Improve Learners' Involvement in Performance Task
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2022, Vol 3, Issue 6
Abstract
This action research focused on the effectiveness of peer tutoring in the performance task involvement of learners in Lubang National High School. The researcher aimed to improve the performance task involvement of Ninety-two (92) Grade 11 learners. The Ninety-two (92) learners or 100% very low in performance task involvement. The monitoring checklist form was used as a data-gathering tool. Frequency, percentage, and weighted mean were used as statistical treatments. The researcher addressed improving performance task involvement using Peer Tutoring. The results of the study showed that the learners' involvement in accomplishing the performance task was increased. There is a weighted mean difference of 19.47 before and after Peer Tutoring was applied. The findings stressed that there was an improvement in the learner's performance task after the implementation of peer tutoring as an intervention. It is proposed that teachers should design activities through Peer Tutoring to promote camaraderie as they continue learning and continue establishing and maintaining programs that can encourage and engage the learners to involve in accomplishing performance tasks and find more ways to maintain the very good state of willingness. Peer tutoring may help learners make connections across 21st-century skills and concepts, and other disciplines. Following the principles of Peer Tutoring, learners should have time to discuss how they perform in performance task involvement. With careful planning and implementation, performance task involvement can be achieved successfully by all learners.
Authors and Affiliations
Rex Cuizon
Keywords
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- EP ID EP728081
- DOI https://doi.org/10.5281/zenodo.6970663
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