Association Dynamics of Tutor-Tutee Relationship: Insights for Strategies in Enhancing Non-STEM Preservice Teachers

Abstract

Objectives: This study explores the novel application of a structured tutor-to-tutee relationship as an intervention to enhance the social skills of non-STEM preservice teachers, a population often overlooked in social skill development research. By integrating interactive activities such as reporting, debate, and participation in local research conferences, the study aimed to cultivate collaborative communication, critical thinking, and professional confidence. Method: This study uses an action research design using a peer tutoring approach for the Bachelor of Secondary Education major in science. Participants of this study are from the non-STEM track of senior high school (SHS) who enrolled in education at Northern Iloilo State University, Ajuy, Campus, Iloilo, Philippines. A total of 34 pre-service teachers participated in this research endeavor. The statistical analyses used were frequency counts, standard deviation, means, One-Way Repeated ANOVA, and T-tests. Findings: Before the intervention, participants demonstrated low to moderate skill levels in reporting (M = 11.22, SD = 2.044), debate (M = 11.78, SD = 2.592), and research presentation (M = 12.48, SD = 2.471). During the intervention, the mean scores increased to high and very high levels in reporting (M = 22.56, SD = 2.486), debate (M = 23.07, SD = 1.796), and research presentation (M = 22.78, SD = 1.805). After the intervention, all categories reached very high levels, with reporting obtaining a mean score of 26.63 (SD = 1.757), debate 25.33 (SD = 2.057), and research presentation 25.93 (SD = 1.685). One-Way Repeated ANOVA results revealed significant differences across the three stages in reporting (F = 444.208, p = .000), debate (F = 319.430, p = .000), and research presentation (F = 344.983, p = .000). T-test results further confirmed significant improvements in selected categories across the intervention period. Novelty: The study found that peer mentorship between tutors and tutees effectively enhances the social, professional, and interpersonal skills of non-STEM preservice teachers. Keywords: Peer Tutoring, Social Skills, Non-STEM, Reporting, Debate, Research Conference