Discipline

Natural Science And Mathematics, Curriculum, And Instructions

Abstract

The evolving educational landscape, challenged by global crises and technological disruptions, has emphasized the critical role of flexible and community-based solutions to ensure continuity in learning. This dissertation, “Home Tutors to Enhancing Academic Performance of Primary Learners” by Cindy Ciscar, investigates the transformative potential of home tutoring in promoting academic success among primary school pupils, particularly in times of learning emergencies such as pandemics and natural disasters. Set against the backdrop of Northern Samar’s educational context, the study underscores the need to empower home tutors—parents, guardians, and community members—through structured frameworks that enhance their instructional effectiveness. This research responds to the growing call to recognize and systematize the role of home tutors as integral contributors to the education system, especially in rural and under-resourced communities. During crises where traditional classroom instruction is disrupted, home tutors bridge the gap between the learner and the curriculum. The study sets out to identify challenges faced by these tutors and evaluate their impact on student performance, particularly in relation to Bloom’s Taxonomy of cognitive learning. Employing a mixed-methods approach, the study integrates quantitative and qualitative strategies to gather comprehensive data. The quantitative phase involved surveys distributed to 20 home tutors from three public elementary schools in the Division of Northern Samar—San Roque Central Elementary School, Pambujan I Central Elementary School, and Mondragon II Central Elementary School. The qualitative component consisted of a focus group discussion (FGD) to deepen the understanding of challenges faced by the respondents. Instruments included structured questionnaires addressing tutor demographics, instructional practices, and observed learner outcomes. In addition, the FGD explored specific barriers in instructional delivery, supervision, and digital readiness. Quantitative data were analyzed using frequency, weighted mean, and ANOVA, while thematic analysis was applied to qualitative data to identify patterns and insights. Key Findings Profile of Home Tutors 65% of the home tutors were college graduates, and 30% held master's or doctoral degrees. 70% were family members of the students, while only 15% were formally hired tutors. A significant number of tutors (50%) handled 1–2 children, indicating manageable tutor-to-student ratios but not without challenges. Instructional Challenges Three primary dimensions of instructional challenges were evaluated: Teaching Strategies Tutors found it very challenging to: Motivate children to study (mean: 3.50) Maintain learner focus and engagement (3.40) Simplify complex tasks and ensure comprehension (3.45) Supervision at Home This area yielded the highest difficulty rating, with a general weighted mean of 3.53. Top challenges included: Balancing household responsibilities with tutoring Establishing structured study schedules Providing consistent academic support in the absence of teachers Monitoring Learner Progress Rated as very challenging (mean: 3.60), this included: Tracking task completion and performance Coordinating with teachers Providing meaningful feedback to students These findings affirm that while tutors are highly motivated, they require systemic support to fulfill their roles effectively. Academic Impact Quantitative results demonstrated a significant increase in learners' academic performance in English after the introduction of home tutoring. The mean score improved from 79.87 to 85.23, validating the hypothesis that structured home tutoring positively impacts learning outcomes. More importantly, home tutoring enhanced performance across all six levels of Bloom’s Taxonomy: Bloom’s Domain Mean Score Interpretation Remembering 3.75 Significant Improvement Understanding 3.85 Significant Improvement Analyzing 3.80 Significant Improvement Applying 3.60 Significant Improvement Evaluating 3.70 Significant Improvement Creating 3.75 Significant Improvement This comprehensive improvement demonstrates that home tutoring fosters not only recall and comprehension but also higher-order cognitive processes such as evaluation and creativity. Qualitative Themes The FGD revealed several emergent themes: Digital Challenges: Limited access to devices and connectivity was a recurring issue, especially in modular-based learning. Emotional Strain: Home tutors often juggled multiple roles (parent, provider, teacher), leading to fatigue and stress. Instructional Confidence: Many tutors lacked confidence in teaching complex topics or guiding assessment tasks. Despite these barriers, respondents expressed a strong desire to improve and requested training in teaching strategies, digital navigation, and time management. The study concludes that home tutoring significantly enhances the academic performance of primary learners, particularly when structured around Bloom’s Taxonomy. However, its full potential can only be realized through strategic support, systematic training, and continuous collaboration between educational stakeholders. As the global educational landscape continues to evolve, integrating empowered home tutors into the learning ecosystem offers a sustainable, inclusive, and adaptive approach to achieving equitable learning for all.