The main thrust of this study was to determine the effectiveness of integrating ClassWide Peer Tutoring in Social Studies to the 36 Grade 9 students of Hitudpan National High School, Hitudpan, Hilongos, Leyte, during the academic year 2022-2023. It also assessed the students’ perceptions towards the conduct of ClassWide Peer Tutoring in teaching and learning Economics 9. The study employed the one group pretest and posttest pre-experimental design and applied the descriptive-comparative design in determining the difference in students’ performance. For the data gathering, the study used a teacher-made, 30-item proficiency test with 10 items in each learning competency In determining the students’ performance in the pretest and posttest, arithmetic mean was used. In determining the significant difference of the students’ performance, the study used the Dependent Samples T-test. The researcher computed the weighted mean in assessing the level of students’ perceptions towards the conduct of ClassWide Peer Tutoring. The study found that the students obtained similar mean scores in the three learning competencies during the posttest, with outstanding performances. The study concludes that conducting a ClassWide Peer Tutoring is effective in improving students’ performance in Economics 9, specifically for the Quarter 3 learning competencies.. The study recommended to apply ClassWide Peer Tutoring in teaching Economics 9, considering its effectiveness in improving students’ performance.
ClassWide Peer Tutoring, Economics 9, discipline, design, Social Studies, Hilongos, Leyte, Philippines
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