The purpose of this study is to assess the effectiveness of peer tutoring in teaching Science utilizing the quasi-experimental research design. Fifty (50) Grade 10 students of Surigao del Norte National High School were the control group exposed to the conventional approach, while another fifty (50) were assigned to the experimental group using the peer tutoring strategy. A researcher-made questionnaire was used to determine the student’s academic performance. To help analyze the data, the Mean and Standard Deviation, and Analysis of Covariance were used and the hypothetical significance was pegged at α = 0.05. The result showed the significant increase in the student’s academic performance in science between the control and experimental group proving that peer tutoring, as a strategy , can be validly used as one of the effective strategies in teaching Science.
Author
Carissa A. Eugenio
