2022 IJRSE – Volume 11 Issue 2
Available Online: 17 January 2022
Author/s:
Gacosta, Ma. Lorina
Kananga National High School, Philippines (gacostaml13@gmail.com)
Abstract:
This study focused on the effect of gender variations in peer tutoring on the Senior High School Grade 11 students of Anahaway National High School in Eastern Visayas, Philippines during the second semester for the school year 2017 – 2018. The study employed a descriptive and comparative research design to find out the effect of pairing through gender variations on the scores of students in Statistics in a peer teaching relationship. The female tutees had the highest score in the level of achievement test when paired with male than paired with the same sex. There is no significant difference in the achievement level among the four combinations regardless of their gender, though, the female tutees showed the highest scores when paired with male. Peer tutoring must be used as an alternative method in enriching the learning process of the students in order to increase their interest in the subject assisted by their peers. Peer tutoring should be taught to both student-teachers and serving teachers through workshops and seminars to enable them to acquire the knowledge and use it to improve academic performance of students with specific learning disabilities, low achiever students as well as high achiever students.
Keywords: gender pairing, peer tutoring, gender variations, academic performance, tutor-tutees
DOI: https://doi.org/10.5861/ijrse.2022.101
Cite this article:
Gacosta, M. L. (2022). Gender pairing variations in peer tutoring: The case of senior high school students in Eastern Visayas, Philippines. International Journal of Research Studies in Education, 11(2), 53-61. https://doi.org/10.5861/ijrse.2022.101