This action research examined the effectiveness of structured peer tutoring in
improving the academic performance of selected Grade 8 students in Science. The
participants in this study are the selected Grade 8 students enrolled in Krus na Ligas
High School S.Y. 2019-2020. A total number of twelve (12) students who have failing
grades of 74 and below from nine (9) grade 8 sections are the peer-tutees based on the
class records of their Science Teachers. The specific research questions were: 1:) ls
there a significant difference between the pre-test and the post-test of the selected
grade 8 students (peer-tutees)?; 2.) Is there a significant difference between the
previous and current quarter grades of the selected grade 8 students (peer tutees)? and
3.) How does structured peer tutoring improve the academic performance of selected
grade 8 students (peer tutees)?
Data analysis showed that there is a significant difference in the m
performances of students in the pre-test test (M=9.08) and post-test (M-22.23). The t-
value of 14.31 and a significance value of 0.0001: previous grades (M=74.077) and
current grades (M-80.385). Also, the t-value of 5.06 and a significance value of 0.0003.
The results showed that those who got lower grades in the previous quarter benefited
from one on one structured peer tutoring because students are more comfortable, open,
and easily corrected with their mistakes. Thus, teachers must continue to give frequent
positive feedback that supports students' beliefs that they can do well to ensure
opportunities for their success.