The Influence of a Peer Support Intervention on the Academic Performance of Grade 8 Students with Academic Delays
DOI:
https://doi.org/10.5281/zenodo.21887639Keywords:
Academic Delays, Academic Performance, Explanatory–Sequential Design, Grade 8 Students, Peer Support InterventionAbstract
This study determined the influence of a peer support intervention on the academic performance of Grade 8 students with academic delays at Inayawan National High School, Inayawan, Cebu City, Philippines. The researcher assessed the students’ academic performance through pre-tests and posttests and gathered their learning experiences using survey questionnaires and focus group discussions. A mixed-method explanatory sequential design was utilized to determine the significant mean gain between the pre-test and posttest performances of the students and to validate the quantitative findings through qualitative data. The results showed a significant improvement in the students’ academic performance after the implementation of the peer support intervention. Moreover, the posttest results revealed a positive mean gain compared to the pre-test, indicating the effectiveness of the intervention. The study also found that peer support improved students’ understanding of lessons, confidence, motivation, participation, and peer interaction. These results proved that the peer support intervention is an effective strategy for enhancing the academic performance and learning experiences of students with academic delays. For sustainability, the proposed Enhanced Peer Support Plan should be implemented continuously to strengthen and provide inclusive and meaningful learning opportunities for struggling learners.
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