USE OF SMALL GROUP/PEER TUTORING ON THE MATHEMATICAL WORD PROBLEM SOLVING AND ITS PERCEIVED EFFECT ON THE PERFORMANCE OF GRADE FOUR PUPILS IN AN ELEMENTARY SCHOOL IN POLILLO DISTRICT: BASIS FOR A STRATEGIC INTERVENTION MATERIAL

This quasi-experimental research sought to determine the effectiveness of the use of small group/peer tutoring on mathematical word problem solving and its perceived effect on the performance of grade four pupils in Sibulan Elementary School in Polillo District. A total of 80 grade four pupils were the respondents of this study. The respondents took the pretest examination and the results clustered them according to experimental and control group. The experimental group underwent small group/peer tutoring while the control group used the usual method of teaching. Both experimental and control groups took the posttest assessment. Ttest was used to compare the scores of the two groups. Based on the findings, small group/peer tutoring should be used in classroom instruction as it could help pupils deal with the difficulties in mathematical word problem solving. It is recommended that school administrators motivate teachers to use this strategic intervention material to improve pupils’ performance.