This study aimed to determine the effectiveness of the MARCH (Mastering A Research Concept with Help) Program in terms of the pretest and post test scores of the low performing Grade 7 students in research class and find out the helpfulness and the level of enthusiasm of the students undergoing the said program. Twelve students were chosen as tutees based on their average grade which is below 85% and their individual test results. One student tutor was assigned for each tutee who helped the tutee understand and reinforce the topic for 40 minutes with supervision of the teacher. One topic was tackled every session (one topic/week) which lasted for four weeks. The topics were as follows: problem identification, identifying experimental variables, research objectives and hypothesis formulation. The scores of the tutees on the aforementioned topics, which were previously recorded in the last two grading periods, served as pre-test scores. After the tutoring session, the tutee answered the test again for 10 minutes. Then, the teacher assessed the difference in their pre-test and post test scores. t-test for two dependent means at 0.05α showed that there is a significant difference between the Pretest and Post test scores of the Grade 7 students who underwent the peer tutoring program in identifying the research problem and variables and formulating the objectives and hypothesis. Moreover, most of the tutees or 83.33% agreed that the MARCH Program was very helpful to them while 75.00% said that they were very enthusiastic in learning more about research after undergoing the said program. Therefore, the MARCH program can be adopted and modified by other teachers who are also doing remedial classes.
Keywords: MARCH Program: tutor; tutee; research processes