Abstract
This study aimed to explore the effectiveness of the interactive engagement methods, which is peer – tutoring to investigate students’ learning outcomes towards Physics. In this study two types of teaching method were used; Peer–tutoring and Traditional teaching. Pretest and Posttest were used to assess students’ achievement towards Heat and Thermodynamics. Moreover, the study aimed to find out whether or not certain demographic characteristics of the students influence their performance and achievement towards physics. To meet the objectives, quasi – experimental research design was employed. Two sections of four high schools’ students of Kabankalan Catholic College, with 25 sample students cooperated and involved in this study. Results of the study shows that there is a significant increase between the control and experimental group using conventional and peer tutoring method. The peer tutoring mean difference is higher than the mean difference of the traditional teaching. The mean of peer teaching which 14.20 is greater than the traditional teaching which is 11.12. The data obtained from the administration of pretest and posttest were analyzed by statistical technique of T–test for correlated samples was used. As to the extent of influence of reciprocal peer tutoring results shows a significant difference between the academic achievement in the pretest and posttest of students taught with reciprocal peer tutoring method of teaching.
