Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 49 no. 10 (2025)

Effectiveness of Cross-Age Tutoring on Problem-Solving Skills in Trigonometry Among Grade 9 Students

Justine Ace Guanga | Eloise Barañao | Rhumer S. Lañojan | Jean Bergante | Esmaida Andang-alaiden

Discipline: Education

 

Abstract:

A known area of academic difficulty is problem-solving in trigonometry. The complexity of trigonometric concepts and the need for strong problem-solving skills often contribute to difficulties in student comprehension and application. This study addresses these challenges by exploring the potential of cross-age tutoring as a remedial strategy to improve trigonometry problem-solving skills. A quasi-experimental, non-equivalent group design was employed with 60 Grade 9 students from a public high school in General Santos City. The sample was divided into an experimental group comprising 30 respondents who received cross-age tutoring and a control group comprising 30 respondents who received only traditional instruction. A 25-item multiple-choice assessment, specifically aligned with the Department of Education's learning competencies, was administered as a pretest and post-test to measure changes in performance. The results revealed a statistically significant improvement in post-test scores for both groups (p = 0.000). However, the experimental group demonstrated a substantially greater increase in mean scores, rising from a pretest mean of 5.37 to a post-test mean of 19.00, compared to the control group's increase from 5.57 to 17.53. An analysis of the mean gain scores confirmed a significant difference between the two groups (p = 0.010), establishing the superior efficacy of the cross-age tutoring intervention. These findings directly support Vygotsky's Zone of Proximal Development (ZPD) theory, showing that peer-led guidance effectively scaffolds learning. The study provides strong empirical evidence for implementing cross-age tutoring as a practical, low-cost strategy to support struggling learners. This aligns with national educational recovery initiatives, such as the Philippines' ARAL Program Act of 2024, by offering a scalable model to address learning gaps and improve academic outcomes in challenging subjects, ensuring that no students are left behind. Future research may investigate the applicability of this intervention across other subjects.



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