Peer buddy system, task engagement, and academic performance in learners with SEN: A PLS-SEM analysis
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Abstract
While peer buddy systems are widely used in inclusive classrooms, the mechanisms by which they affect academic outcomes remain untested. This study examined whether task engagement mediates the relationship between a peer buddy system intervention and academic performance among Grade 1 learners with special educational needs. Conducted across 28 public elementary schools in Sison District, Pangasinan II, Philippines, the study employed a true experimental pretest-posttest control group design with cluster randomization, using PLS-SEM for mediation analysis. Fourteen schools (56 learners) were assigned to the experimental group (six-week peer buddy system intervention) and 14 schools (56 learners) to the control group (usual instruction). Task engagement was measured using a 9-item pictorial scale; academic performance assessed letter recognition, counting, and following oral directions. Independent samples t-tests revealed that the experimental group demonstrated significantly higher posttest task engagement and academic performance than the control group (p-value<0.001), with large effect sizes. Paired t-tests showed the experimental group had significant gains in both engagement and performance (p-value<0.001), while the control group showed smaller but significant gains. PLS-SEM mediation analysis with 5000 bootstrapped resamples demonstrated that task engagement significantly mediated the intervention–performance relationship, accounting for 49.5% of the total effect. The peer buddy system improves academic outcomes primarily by increasing task engagement, offering a feasible, low-intensity intervention for under-resourced inclusive classrooms.
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