Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 21 no. 5 (2024)

Peer Study and Individualized Learning in Academic Performance of the Selected Junior High School Learners

Regine Luna | Hannah Garcia | Rojane Bernas

Discipline: Education

 

Abstract:

This study determined the relationship between the learner’s level of preference in terms of peer study and individualized learning and the learners’ academic performance. Further, this study aimed to propose intervention programs to enhance the learners' educational performance through peer study and/or individualized learning. This study utilized a quantitative correlational and comparative research design to determine the relationship between the learner's level of preference in peer study and individualized education and the learners' academic performance. This study was conducted at Talisay High School during the school year 2022-2023 with two hundred thirty-two (232) selected Junior High School learners as respondents. Random sampling was employed to specify the total number of respondents, and the sample size was determined using the Yamane Formula. Mean, standard deviation and percentage were used to determine the level of preference to peer tusdy and individualized learning. Moreover, Paired T test was used to measure the significant differences between the peer study and the individualized learning and Pearson R correlational coefficient was used to measure the linear association between variables. In addition, the researchers utilized an adapted modified questionnaire from Uzezi and Deya (2017) which underwent validation and reliability tests by experts. Based on the findings, there was a significant difference between the learners' preference level regarding peer study and individualized learning. Thus, the null hypothesis was rejected. This means that peer study and individualized learning are distinct and utilized by the learners. Moreover, peer study is not significantly associated with learners' academic performance; thus, the null hypothesis failed to be rejected. On the other hand, there was a significant relationship between the learners' preference for individualized learning and the academic performance of the learners. Thus, learners who preferred individualized learning excelled more in classes, increasing their academic performance. Since peer study is not significantly associated with the academic performance, the proposed intervention program is focused on improving peer study as a strategy to enhance the academic performance of the learners because peer study is still significantly preferred by the learners, like individualized learning. It is recommended that educators, parents, and school administrators are encouraged to prioritize and promote individualized learning approaches in the classroom and apply the proposed intervention program for both peer study and individualized learning.



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