A TUTORIAL SESSION IN COLLEGE ALGEBRA AMONG SELECTED THIRD YEAR COLLEGE STUDENTS: AN ACTION RESEARCH
The advancement of mathematics education is an increasing priority nationwide. Currently, schools have challenges in identifying optimal methods and tactics for implementing effective mathematics programs while striving to close achievement gaps for kids who do not meet the standards. This study aimed to examine the efficacy of an intervention program on the performance of a college algebra class to enhance the mathematics performance of Math 2 students. The choice of the action research-based method was founded on the concept that it would improve the researchers' comprehension of algebra and promote learner performance. The findings revealed that most of the respondents were 20-21 years old, and they were all males; most of them were third-year college and third-takers already in Math 2. In Addition, in terms of respondents, scores before the tutorial session (prelim), the majority got a failing score. After the tutorial session, the majority of the respondents still had poor performances. Few have improved their performances. Furthermore, the findings also showed that there is a significant difference between the respondents, grades in the prelim and midterm examinations. It was found that peer tutoring was a beneficial way to support and improve students' learning performances in College Algebra.
Tutorial Session, Learner Performance, Teaching Method, Intervention Program.