Peer Tutoring: A Didactic Alternative Focused on Improving Academic Performance in Mathematics

Abstract

This scientific article aims to implement a didactic alternative focused on the peer tutoring technique to improve academic performance in Mathematics in tenth grade students of Luis Cordero Educational Unit. To achieve this objective, a quasi-experimental study with a mixed approach is carried out, where there is a control group and an experimental group which helps to measure the impact of the peer tutoring technique compared to the traditional methodology. Among the data collection instruments used, the use of a pretest and posttest stands out, which serves to know the initial and final academic performance of the studied sample. The implementation of the technique described above has 3 phases which are: preparation, execution, and evaluation. The results indicate that the peer tutoring technique is effective in improving social skills such as communication between students and individual and collective responsibility. In addition, it has a positive effect on academic performance, since the experimental group obtained better results in the posttest, classwork, and individual evaluations.