ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study determined the effectiveness of peer tutoring and to the performance of the Grade 2 pupils in Mother tongue multi lingual education. The study utilized the Quasi Experimental Type of research to assess the effectiveness of peer tutoring to the performance of the Grade 2 pupils. The findings of the study were the base for an enhancement Plan. The test of difference between the scores of the pre-test and post-test performance of the grade 2 pupils. This results is an output of the respondents before and after the integration of the peer tutoring in the delivery of the most essential learning competencies. This test of difference provided by the grade 2 learners which are our respondents of this study, has something to do with the performance that they have gained before they experienced the chosen intervention prepared by the teacher for the identified learners for the study. Based on the findings of the study on the experimental group which is the Grade 2 learners. The table shows that in the Pretest Scores which somehow considered as the good level of performance. The result in the pretest performance is somehow lower than the posttest performance gained by the respondents. These two results in the pretest and posttest performances produce the computed t value which is somehow greater than the critical t value. Based from the 4 computed values, given the chance to decide whether to accept or reject the hypothesis but in this study the researcher concluded that the hypothesis which states that there is no significant difference between the pretest and posttest performances before and after the integration of peer tutoring to the grade 2 learners in Mother tongue based multi-lingual education learning competencies delivered is rejected. The overall results implied that the result being tested is significant and the hypothesis which states that there is no significant difference between the peer tutoring to the performance in MTB-MLE of the grade 2 pupils is rejected which means that applying the peer tutoring to those learners who are struggling to learn the different topics of the abovementioned subject is quite relevant to the performance they gained in the posttest. Furthermore, the application of peer tutoring is helpful in increasing the capacity of the non-reader pupils to increase the academic performance as well as in reading.