Tutorial pedagogical mediation and academic performance among secondary school students in Iquitos

Abstract

This study evaluates the impact of tutorial pedagogical mediation on the academic performance of 10th-grade students in the course of Personal Development, Citizenship, and Civics (DPCC) at Educational Institution No. 60054 José Silfo Alván del Castillo, located in Iquitos, Peru, during 2024. The study analyzed how this strategy strengthens self-perception and holistic learning. A quasi-experimental design was employed, using pre-test/post-test measures on a group of 32 students selected from a population of 58 fifth-year secondary students through proportional stratified probability sampling. Data for the analysis were collected by administering the Self-Perception Questionnaire in pre- and post-tests, along with grades obtained before and after the tutorial mediation intervention. The findings revealed a significant positive effect across the four dimensions assessed: content comprehension, study skills, participation and attitude, and academic assessment and performance, with notable improvements following the intervention. Tutorial mediation serves as a fundamental pillar in secondary education, integrating formal instruction with personalized support; it brings together metacognitive, socio-affective, and disciplinary processes, redefining learning: error as an opportunity, assessment as formative (not punitive), and participation as the collective construction of knowledge.