Social Studies Instruction and Learning: Reciprocal Peer Tutoring (RPT) Effect on Students Scholarly Performance in Upper Basic Classroom
Keywords:
Social Studies Instruction, Social Studies Learning, Instruction and Learning, Reciprocal Peer Tutoring (RPT), Students Scholarly Performance, Upper Basic ClassroomAbstract
This study aims to 1) examine Reciprocal Peer Tutoring (RPT) effect on students’ scholarly performance and 2) whether students’ gender would influence students’ scholarly performance. The research employed a quasi-experimentation approach. One hundred seventy-three (173) students from the Upper Basic 8 level were involved in the study. The research tool employed in this study is the Scholarly Performance Test (SPT). The mean statistical instrument was utilised to provide and address the study research questions. The statistical technique of Analysis of Covariance (ANCOVA) was employed to test the hypotheses. The findings revealed a significant RPT instructional effect on social studies students’ scholarly performance; there were notable disparities in the students’ scholarly performance in relation to gender, with male students demonstrating a more favourable scholarly performance. The study concluded that the utilisation of the RPT instructional method resulted in a significant enhancement of students’ scholarly performance; the influence of students’ gender is a significant element affecting their scholarly performance. It was recommended that social studies instructors/teachers should incorporate the RPT teaching approach to cultivate dynamic and engaged learning experiences. RPT should be adopted in classroom instruction to improve social studies students’ scholarly performance, taking cognisance of students’ gender.
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