Melody S. Perello

Dangcol National High School

Completed 2026

ABSTRACT

This study aimed to strengthen the retention of learning in Science among Grade 10 Prudence learners of Dangcol National High School through classroom peer tutoring. It specifically examined learners’ retention level before implementation, the influence of peer tutoring on engagement and participation, its effects on retention of Science concepts, the challenges encountered, and strategies for sustaining the intervention.

The study used a qualitative research design involving Grade 10 Science learners. Data were gathered through guided interview questions and analyzed to identify recurring themes on retention, engagement, challenges, and improvement strategies.

Findings revealed that learners initially demonstrated moderate retention of Science concepts, with difficulties in recalling technical terms and concepts due to fast-paced instruction and limited review. Peer tutoring significantly improved learners’ engagement, confidence, and participation, and enhanced retention of Science concepts through simplified explanations, collaboration, and repeated discussions. However, challenges such as learner hesitation, communication issues, time constraints, and classroom management difficulties were also observed. Despite these, peer tutoring was found to be an effective and sustainable learning strategy when properly guided and structured.

The study is limited to Grade 10 Prudence learners and relies on qualitative self-reported data. Nonetheless, it highlights the value of peer tutoring in improving Science learning retention and engagement. The study implies that structured peer tutoring supported by teachers can enhance learners’ understanding, participation, and long-term retention in Science.