This study examined how well the Social Learning strategy, particularly peer tutoring and cooperative learning, improved Grade 8 students’ self-efficacy and common competencies in baking. A total of sixty (60) respondents came from two sections, one section with thirty students was exposed to peer tutoring, while the other section was exposed to cooperative learning. The four sources of self-efficacy-mastery experiences, vicarious experiences, social persuasion, and emotional and physiological states, as well as the common competencies in baking, including the use of tools and bakery equipment, perform mensuration and calculation, maintain tools and equipment, and practice occupational health and safety practices- were all examined.

The result showed that students' baking abilities and self-efficacy were improved by both peer tutoring and cooperative learning. Cooperative learning regularly produces larger and statistically significant increases. Cooperative learning provided regular mastery opportunities, many peer examples and more verbal reinforcement, while fear was reduced, leading to group-wide balanced advancement. Peer tutoring, while statistically less helpful for self-efficacy, was useful for weaker pupils and for personal growth. Paired sample t-tests validated significant increases in baking abilities under both approaches, and cooperative learning produced more consistent results.  Peer tutoring remains a vital adjunct, especially when well managed. The combination of the two approaches provides a comprehensive framework for improving students’ academic accomplishment and baking achievements.