This study assessed the effectiveness of peer tutoring in teaching Araling Panlipunan 10 among Grade 10 students of Sta. Lucia National High School during the school year 2024–2025. Using a descriptive–correlational research design, the study examined the relationship between students’ academic performance and the challenges they encountered in applying the peer tutoring strategy through modular learning. Forty-two students participated, and data was collected through a validated questionnaire and academic performance records. Results revealed that students achieved a “Very Satisfactory” performance across topics such as Climate Change, Solid Waste Management, and Illegal Logging. Challenges like limited access to printed materials and home distractions were noted but did not significantly affect performance. Findings indicated a low positive correlation between challenges and academic outcomes, implying that peer tutoring remained effective despite difficulties. The study concluded that integrating peer tutoring with modular learning enhances comprehension, collaboration, and motivation among learners. It recommends strengthening the strategy by providing sufficient materials, structured guidance, and teacher facilitation to maximize its effectiveness in Social Studies instruction.
Academic Performance, Araling Panlipunan 10, Collaborative Learning, Demographic Profile, Descriptive–Correlational, Peer Tutoring, Self Learning Module, Sta. Lucia National High School, Asturias, Cebu, Philippines.
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