Date of Completion

2026

Document Type

Thesis

Degree Name

Bachelor of Science in Physical Therapy

Keywords

Human Anatomy, Physical Therapy students, same-level peer teaching, physical Therapy students

Abstract

Human Anatomy is described as a foundational yet challenging course for Physical Therapy students, owing to its extensive content and clinical relevance about the human body. To address learning difficulties in approaching this complex course, supplemental strategies such as peer learning have been introduced. This study aimed to determine the effects of same-level peer teaching on post-test scores and perceived cognitive and affective outcomes among first year Physical Therapy students in a private higher education in Region IV-A. A quasi-experimental one-group pretest post-test design was utilized, having a total of six participants who were recruited through online and in-person methods. Each participant assumed both roles as peer teacher and learner, with assigned topics from the Head, Neck, Back, and Spine module. A validated 20 item multiple choice test measured pre- and post-intervention knowledge, while a validated 4-point Likert scale questionnaire assessed the perceived outcomes. Results showed a significant improvement in post-test scores (p = 0.005), and participants reported very high perceived outcomes in both cognitive and affective domains. Peer tutors demonstrated slightly higher cognitive gains, while being a peer learner showed stronger affective outcomes by a small margin. However, correlations between perceived outcomes and post-test scores were weak and not statistically significant (cognitive: r = 0.211; affective: r = 0.183). These findings suggest that same-level peer teaching is an effective supplemental learning strategy that enhances both academic performance and affective learning. Despite the limitations such as the small sample size and limited time for intervention, the study emphasizes the value of active participation in reinforcing understanding and promoting collaboration, communication, and confidence among students.

First Advisor

Renile Anne G. Tumamao

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