SOCRATIC METHOD OF TUTORING: AN INNOVATION FOR BETTER STUDENTS’ NUMERACY SKILLS

Abstract

This action research sought to determine the students numeracy skills before and after using the Socratic Method of Tutoring (SMT). This exploration also measured the effect of SMT on the students mathematical operations of numbers. Additionally, the study investigated the challenges encountered by the peer tutors in handling their peers numeracy skills and their coping mechanisms in addressing the problems they experienced. The study used sequential explanatory research. The research participants consisted of thirty (30) students from the ABM strand and eighteen (18) peer tutors from the STEM strand of Zamboanga del Sur National High School – Senior High during the school year 2022-2023. The students obtained below-normal scores before the utilization of SMT, but the performance of the students in numeracy tests significantly improved after the intervention. The drastic shift in students numeracy skills proved the effectiveness of the Socratic Method of Tutoring to the students. The Peer tutors experienced four (4) major problems or challenges: (1) the peers lack of mathematical fundamentals, (2) the distracted peers focus, (3) insufficient knowledge as tutors, and (4) management of time constraints as tutors. Further, the peer tutors articulated their four (4) coping mechanisms: (1) reviewing and reteaching the competencies to their Peers, (2) being patient towards their Peers, (3) self-preparation of the topic as tutors, and (4) proper time management as tutors. The findings of this research support the conduct of a learning program to capacitate the students in their numeracy skills and enhance the pedagogical skills of the Peer Tutors of the school. KEYWORDS: Socratic Method of Tutoring; Numeracy Skills; Peer Tutors