INTERNATIONAL JOURNAL OF ADVANCED MULTIDISCIPLINARY STUDIES

IJAMS Volume IV, Issue 5 May 2024, eISSN: 2799-0664

Benefits of Peer Tutoring in Enhancing Students’

Academic Performance in Mathematics
ORLANDO VALDEZ PASION, JR
Urdaneta City University
[email protected]

PRESCILA I. MARCELO, EdD

Urdaneta City University

Abstract — This study investigates the impact of peer tutoring on the academic performance of
secondary school students in mathematics, focusing specifically on topics such as sequences,
polynomials, and polynomial equations. The research includes 60 students from Nancalobasaan
National High School and employs a descriptive correlational method, utilizing pretests, posttests,
and quantitative data collection throughout the 3rd quarter. The results indicate a significant
improvement in students' understanding of math and problem-solving skills following the peer
tutoring intervention. A strong positive correlation (r = 0.85) is found between students' perceived
benefits from peer tutoring and their academic performance, suggesting that students who value
the tutoring program more highly tend to achieve higher grades in mathematics. Based on these
findings, a proposed learning development plan is recommended to enhance learning outcomes
through structured peer tutoring programs in secondary math education. However, the study
acknowledges the limitations of its sample size and the specific school setting, which may impact
the broader applicability of the results.
Nonetheless, the study contributes valuable insights into the benefits of peer tutoring in
mathematics education, highlighting its potential to improve student learning outcomes and
engagement in the subject. Further research is recommended to explore the effectiveness of peer
tutoring in different educational settings and with larger sample sizes to enhance the
generalizability of the findings. Overall, this study underscores the importance of peer tutoring as
an effective educational intervention that can significantly impact students' academic performance
and attitudes toward mathematics.

Keywords — Peer Tutoring, Perceived Benefits, Educational Intervention, Critical Thinking,

Problem-Solving, Communication, Social Skills, Academic Skills, Academic Performance

I. Introduction

Peer tutoring is widely recognized for its positive impact on students’ academic
achievement, enhancing attitudes toward learning, critical thinking, problem-solving,
communication, social skills, and academic skills (Barahona et al., 2023). Studies have
demonstrated significant academic improvements in various subjects, including mathematics,
particularly benefiting students with emotional and behavioral (Osei-Himah et al., 2022; Bowman-
Perrott et al., 2022). Meta-analyses further support its effectiveness, with medium to significant
gains in academic performance, averaging effect sizes around 0.75 (Zhang, 2023).

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This study focuses on implementing peer tutoring in secondary school mathematics, aiming
to enhance comprehension, retention, and interest in the subject, thereby transforming it from a
challenging task into an engaging activity. Based on the well-established benefits of peer tutoring,
this technique aims to increase students' self-efficacy and confidence in their mathematical ability
(Gan & Hong, 2020). Furthermore, peer tutoring has been connected to the development of critical
social skills, including communication, teamwork, and motivation, all of which are necessary for
academic and personal development (Dada et al., 2023).

Despite extensive research demonstrating the benefits of peer tutoring, gaps remain in
understanding its effectiveness compared to other peer-assisted strategies and its impact on
reducing math anxiety and improving attitudes toward learning math. Addressing these gaps will
provide a comprehensive understanding of peer tutoring’s advantages in mathematics education.
Furthermore, the Programme for International Student Assessment (PISA) 2018 results revealed
that over half of Filipino students scored below the minimum proficiency level in mathematics,
highlighting the need for effective interventions like peer tutoring to improve math achievement
(Dinglasan et al., 2023; Lopez, 2023).

In response to these challenges, the Department of Education (DepEd) issued DepEd Order
No. 025, s. 2022, allowing schools to conduct remedial classes, including peer tutoring, for learners
needing to meet the Most Essential Learning Competencies (MELCs) in mathematics. This study
will explore a learning development plan focusing on training teachers to use peer tutoring
strategies effectively, aiming to maximize the benefits of peer tutoring in diverse educational
settings. This research seeks to address the urgent need for improved educational practices and
provide valuable insights for global educational strategies.

Literature Review

Studies highlight peer tutoring’s potential as a flexible pedagogical technique that benefits
both tutees and tutors, creating a win-win situation for all parties involved (Thurston et al., 2021).
Moreover, the advent of online peer tutoring has expanded the reach of this educational approach,
offering benefits beyond traditional face-to-face interactions, such as enhanced study skills, self-
confidence, and communication abilities (Tan et al., 2022; Kim, 2022).

The perceived benefits of peer tutoring among high school students encompass social
support, trust, attitudes toward school, and overall well-being. Martinot et al. (2022) and Sarosa
and Setyowati (2022) emphasized the role of peer support and collaborative interactions in
enhancing school engagement and eLearning participation during the COVID-19 pandemic.
Furthermore, studies indicate that perceived benefits significantly impact students’ engagement,
motivation, and overall academic experience (Elzainy et al., 2020; Tai et al., 2022). Inclusion
attitudes toward students with intellectual disabilities and autism spectrum disorders also show
positive effects, highlighting the broader educational advantages of peer tutoring (Rueda et al.,
2022).

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Educational interventions, ranging from multiple-choice question assessments to social and

emotional learning programs, significantly enhance learning outcomes. Employing multiple-
choice questions to measure the efficacy of educational interventions offers critical insights into
knowledge acquisition and retention (Gottlieb et al., 2023). These strategies underscore the
importance of evidence-based practices and overcoming implementation challenges to enhance
learning outcomes across diverse educational contexts. Researchers have also discovered that peer
tutoring improves student comprehension and learning outcomes, especially when students study
in small groups and participate in cooperative learning and peer teaching. (Anditiasari et al., 2023;
Rahmadhanty et al., 2022; Thomas & Mansfield, 2022). Peer assessment fosters student autonomy,
participation, and teamwork, contributing to positive social and personal outcomes such as
cooperation and communication skills (Carvalho & Santos, 2020; Tenenbaum et al., 2020).
Additionally, to improve students’ critical thinking skills, educators are essential in creating
instructional pedagogy with meaningful learning activities (Ridzal & Haswan, 2023). It has been
discovered that a variety of learning approaches, including problem-based learning and think-pair-
share cooperative learning, are beneficial in helping students develop their critical thinking
abilities across a range of subject areas (Alberida et al., 2022; Pasandaran et al., 2023). The
literature underscores the advantages of peer tutoring in facilitating collaborative learning and
enhancing academic achievement through increased student engagement and motivation.

II. Methodology

This study utilized a descriptive correlational research design to examine the impact of peer
tutoring on the academic performance of secondary school students in mathematics, focusing on
topics such as sequences, polynomials, and polynomial equations. The research involved 60
students from Mathematics 10 classes at Nancalobasaan National High School, selected using
purposive sampling based on their first-quarter math exam scores. The study design allowed for a
detailed analysis of the relationships between variables without establishing causality, aligning
with the research objectives.

Data was collected using quantitative methods, including pretests, posttests, and
standardized survey questionnaires with 4-point Likert-scale items to measure students' math
attitudes and the perceived benefits of peer tutoring. These tools were validated using the
Survey/Interview Validation Rubric for Expert Panel. Before the study commenced, consent was
obtained from the Superintendent of the City Schools Division Office of Urdaneta City and
parental consent for student participation. Pretests were administered before the 25-day peer
tutoring intervention, followed by posttests and questionnaires. The collected data was analyzed
using statistical tools such as paired T-tests and correlation analysis to evaluate the effectiveness
of the peer tutoring program, ensuring a structured and ethical approach to data collection.

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III. Results and Discussion

Respondents Profile

Table 1 presents the demographic profile of Grade 10 students involved in peer tutoring
for mathematics at Nancalobasaan National High School. It highlights the gender distribution,
family income, parental education levels, and available learning resources, providing insights into
the background characteristics of the participants.

Table 1: Respondents Profile

Profile Category Frequency Percent
Male 30 50
Sex
Female 30 50
Below 10,000 36 60
10,000 - 19,999 12 20
Monthly Family Income 20,000 - 29,999 6 10
30,000 - 39,999 4 7
40,000 and above 2 3
Elementary 6 10
High School 40 67
Highest Education Vocational 3 5
Attainment of Father Bachelor’s Degree 10 17
Master’s Degree 1 2
Doctoral Degree 0 0
Elementary 10 17
High School 36 60
Highest Education Vocational 5 8
Attainment of Mother Bachelor’s Degree 8 14
Master’s Degree 1 2
Doctoral Degree 0 0
Textbooks 60 100
Workbooks 60 100
Available Learning
Magazines/Journals 32 53
Resources (Printed)
Self-learning Module 60 100
Flashcards 60 100
Textbooks 45 75
Workbooks 0 0
Available Learning
Magazines/Journals 30 50
Resources (Digital)
Self-learning Module 45 75
Flashcards 45 75
The study at Nancalobasaan National High School focused on the demographic
characteristics and resource availability of Grade 10 students involved in peer tutoring for
mathematics. Forty-five students below 75% in the First Quarter Examination were identified as
tutees, while fifteen students scoring 75% and above were designated as tutors. The study's
demographic analysis revealed a balanced gender ratio among respondents and a majority (60%)
from low-income families. Most parents had a high school education, indicating varied academic
support at home. While students had access to comprehensive learning resources, online courses
were not utilized, suggesting a gap in digital learning. These findings underscore the importance

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of considering economic, educational, and resource-related factors in academic interventions,

helping teachers tailor interventions like peer tutoring to meet students' diverse needs effectively.

Perceived Attitude of Students towards Mathematics

Table 2 examines the perceived attitudes of Grade 10 students towards mathematics in the
context of peer tutoring. It provides an overview of students’ positive attitude towards learning
mathematics through peer tutoring, offering valuable insights into their motivation and
engagement.

Table 2: Perceived Attitude of the Respondents Towards Mathematics

Indicators WM DE TR
As a math student…
1. mathematics is perceived as enjoyable. 3.55 SA VP
2. confidence in understanding and solving mathematical problems is felt. 3.35 A P
3. mathematics is found interesting when discussed in peer tutoring
3.45 A P
sessions.
4. a positive attitude toward learning mathematics through peer tutoring is
3.50 SA VP
maintained.
5. seeking help from peers when struggling with mathematics is
3.40 SA VP
comfortable.
6. an improved understanding of mathematical concepts through peer
3.65 A P
tutoring is gained.
7. enjoyment in collaborating with peers to solve mathematical problems is
3.55 SA VP
experienced.
8. peer tutoring is believed to be an effective way to enhance learning in
3.60 SA VP
mathematics.
9. active participation in mathematics discussions during peer tutoring is
3.40 A P
engaged.
10. a more positive attitude towards mathematics is developed due to peer
3.50 SA VP
tutoring.
Overall Weighted Mean 3.50 SA VP
Understanding students' attitudes toward mathematics is crucial in evaluating the
effectiveness of peer tutoring programs, as it significantly influences their engagement,
motivation, and academic performance. The table presents the perceived attitude of Grade 10
students towards mathematics in the context of peer tutoring. The overall weighted mean of 3.50,
falling within the 'Very Positive' range, underscores the program's success in enhancing students'
attitudes. However, item no. 2 ("confidence in understanding and solving mathematical problems
is felt") received a lower score of 3.35, indicating a need to address challenges in problem-solving
skills and confidence. These findings align with existing literature, highlighting the positive impact
of peer tutoring on students' attitudes and academic outcomes in mathematics. Overall, the results
suggest that peer tutoring is an effective way to enhance students' perceptions of mathematics,
potentially leading to improved academic performance.

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Perceived Benefits of Peer Tutoring in Mathematics

Table 3 showcases the perceived benefits of peer tutoring on critical thinking, problem-
solving, communication, social, and academic skills in mathematics among Grade 10 students. It
reveals the students’ perspectives on how peer tutoring enhances various aspects of their
mathematical education.

Table 3: Perceived Benefits of Peer Tutoring in Mathematics

Indicators
WM DE TR
Peer tutoring in mathematics has...
Perceived Benefits of Peer Tutoring on Critical Thinking in Mathematics 3.70 SA HP
Perceived Benefits of Peer Tutoring on Problem-Solving in Mathematics 3.70 SA HP
Perceived Benefits of Peer Tutoring on Communication in Mathematics 3.76 SA HP
Perceived Benefits of Peer Tutoring on Social Skills in Mathematics 3.73 SA HP
Perceived Benefits of Peer Tutoring on Academic Skills in Mathematics 3.88 SA HP
Based on the survey results, Grade 10 students at Nancalobasaan National High School
perceive peer tutoring to have substantial benefits on their critical thinking, problem-solving,
communication, social, and academic skills in mathematics. The data revealed a strong agreement
among students regarding the positive impact of peer tutoring across various aspects of their
mathematical education. Specifically, peer tutoring was found to enhance students' critical
thinking skills by helping them understand, analyze, evaluate, and think creatively about
mathematical concepts. It also improved their problem-solving abilities, including defining
problems, generating solutions, and assessing their effectiveness. Moreover, peer tutoring was
instrumental in improving students' communication skills, as they became more adept at
explaining concepts, listening actively to peers, and providing constructive feedback. Socially,
peer tutoring helped students develop stronger relationships, practice empathy, and enhance their
leadership skills. Academically, peer tutoring contributed to improved understanding, application,
and communication of mathematical concepts, as well as fostering a sense of ownership of learning
and effective study habits. Overall, these findings highlight the significant positive impact of peer
tutoring on students' mathematical education, supporting its continued use as an effective
pedagogical tool.

Performance of the Respondents in the Posttest

Table 4 presents the performance of students in the posttest after participating in peer
tutoring. It highlights the improvement in academic performance, indicating the effectiveness of
peer tutoring in enhancing students’ understanding and skills in mathematics.

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Table 4: Performance of the Respondents in the Posttest

Statistical Measures Pretest Posttest
Mean 16.77 25.48
Median 16.00 26.00
Standard Deviation 3.98 2.65
Minimum 11 18
Maximum 24 30
Skewness 0.33 - 0.42
Paired Sample t-test
t-statistic -23.817
p-value 1.15e-31
Based on the results of the study, the peer tutoring intervention significantly improved the
performance of students in the posttest, particularly in the competencies identified as the least
mastered. Descriptive statistics revealed a notable increase in the mean score from 16.77 before
tutoring to 25.48 after tutoring. This improvement was further supported by a paired sample t-test,
which showed a significant increase in scores (t-statistic = -23.52, p < 0.05). The distribution of
scores also shifted from positively skewed before tutoring to negatively skewed after tutoring,
indicating more high scores than low scores post-intervention. Additionally, the decrease in
standard deviation after tutoring suggests a narrower range of variability, reflecting the
effectiveness of tutoring in reducing score disparities. These findings underscore the effectiveness
of peer tutoring in enhancing student understanding and skills in specific areas of weakness,
supporting its continued implementation as an effective educational strategy.

Correlation Between Student Profiles and Academic Performance

Table 5 examines the correlation between academic performance and profile variables, this
table sheds light on the influence of gender, family income, parental education, and access to
learning resources on students’ academic achievements. It provides valuable insights into the
factors that impact students’ educational outcomes.

Table 5: Correlation Between Academic Performance and Profile Variables

Profile Variables Academic Performance Interpretation
Point-biserial - 0.335074
Sex (S) Significant Positive Correlation
P-value - p = 0.008870
Spearman Rho - 0.815058
Monthly Family Income (MFI) Significant Positive Correlation
P-value - p < 0.00001
Spearman Rho - 0.617962
Father Education (FE) Significant Positive Correlation
P-value - p < 0.00001
Spearman Rho - 0.703550
Mother Education (ME Significant Positive Correlation
P-value - p < 0.00001
Spearman Rho - 0.392965
Printed Materials (PM) Significant Positive Correlation
P-value - p = 0.001897
Spearman Rho - 0.794222
Digital Resources (DR) Significant Positive Correlation
P-value - p < 0.00001

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The results reveal significant correlations between various student profile variables and
academic performance. While gender shows a moderate yet considerable correlation with
educational outcomes (r = -0.335, p = 0.0089), family income and parental education exhibit
stronger correlations (r = 0.815, p < 0.00001 for monthly family income; r = 0.618, p < 0.00001
for father's education; r = 0.704, p < 0.00001 for mother's education), indicating the pivotal role of
family support and financial stability in educational attainment. Moreover, access to learning
resources also influences academic performance, with digital resources showing a robust
correlation (r = 0.794, p < 0.00001) compared to printed materials (r = 0.393, p = 0.0019). These
findings underscore the importance of addressing socioeconomic disparities and integrating
technology into educational practices to enhance student learning outcomes and adapt to the
evolving digital landscape.

Impact of Attitudes Toward Math on Academic Performance

Table 6 explores the relationship between students’ perceived benefits of peer tutoring and
their academic performance. It demonstrates the positive impact of peer tutoring on critical
competencies such as critical thinking, problem-solving, communication, and social skills,
indicating its effectiveness as an educational strategy.

Table 6: Correlation between Academic Performance and Students’ Attitudes Toward

Mathematics
Aspect of Attitude Academic Performance Interpretation
Spearman Rho - 0.742548
Overall Attitude Significant Positive Correlation
P-value - p < 0.00001
Spearman Rho - 0.519674
Enjoyable subject Significant Positive Correlation
P-value - p = 0.00020
Spearman Rho - 0.745089
Confident in solving Significant Positive Correlation
P-value - p < 0.00001
Spearman Rho - 0.644890
Interesting when discussed Significant Positive Correlation
P-value - p < 0.000001
Spearman Rho - 0.560019
Positive about learning Significant Positive Correlation
P-value - p = 0.00003
Spearman Rho - 0.649143
Comfortable seeking help Significant Positive Correlation
P-value - p < 0.00001
Spearman Rho - 0.448719
Better Understanding Significant Positive Correlation
P-value - p = 0.000323
Spearman Rho - 0.567189
Enjoy Collaborating Significant Positive Correlation
P-value - p = 0.00002
Spearman Rho - 0.501297
Effective Tutoring Significant Positive Correlation
P-value - p = 0.00045
Spearman Rho - 0.573991
Motivated to participate Significant Positive Correlation
P-value - p = 0.00002
Spearman Rho - 0.519160
Positive about Math Significant Positive Correlation
P-value - p = 0.000021
The results reveal significant correlations between students' attitudes toward mathematics
and their academic performance, shedding light on the profound impact of psychological factors
on educational outcomes. Confidence in mathematical abilities, comfort in seeking help, interest

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in discussing math, and positive attitudes towards learning and collaboration all show strong
positive correlations with academic performance. These findings support Bandura's Social
Cognitive Theory, emphasizing the role of self-efficacy and engagement in learning processes.
However, while peer tutoring shows a positive correlation with improved understanding of
mathematical concepts, the correlation is relatively lower compared to other attitude aspects
assessed. The result suggests the need for more tailored approaches in peer tutoring programs to
enhance students' comprehension and academic performance further. Overall, the study
underscores the importance of cultivating positive attitudes toward mathematics to foster academic
success in the subject.

Relationship Between Perceived Tutoring Benefit and Performance

Table 7 examines the correlation between students’ attitudes toward mathematics and their
academic performance. It highlights the importance of positive attitudes in enhancing academic
outcomes, emphasizing the role of psychological factors in educational success.

Table 7: Correlation Between Academic Performance and Perceived Benefits of Peer

Tutoring
Aspects of Benefits Academic Performance Interpretation
Spearman Rho - 0.851583
Overall Benefits Strong Positive Correlation
P-value - p < 0.00001
Spearman Rho - 0.768776413 Significant Positive
Critical Thinking
P-value - p < 0.00001 Correlation
Spearman Rho - 0.800187615 Significant Positive
Problem-solving
P-value - p < 0.00001 Correlation
Spearman Rho - 0.725350588 Significant Positive
Communication
P-value - p < 0.00001 Correlation
Spearman Rho - 0.832199277 Significant Positive
Social Skills
P-value - p < 0.00001 Correlation
Spearman Rho - 0.718003871 Significant Positive
Academic Skills
P-value - p < 0.00001 Correlation

The results demonstrate significant positive relationships between peer tutoring and
academic performance across all assessed dimensions of perceived benefits. Spearman’s rank
correlation, being appropriate for ordinal data, allowed for robust measurement of these
relationships without assuming a normal distribution. The study revealed strong positive
correlations between academic performance and various benefits of peer tutoring, including
critical thinking, problem-solving, communication, social skills, and academic skills. The overall
strong positive correlation between students’ perceived benefits from peer tutoring and their
academic performance underscores the effectiveness of peer tutoring in educational settings. Such
a substantial link highlights peer tutoring as a key strategy for enhancing academic and critical
educational competencies, aligning with theories stressing social interaction’s significance in
learning. These results emphasize the value of peer tutoring as a comprehensive educational
strategy for enhancing critical competencies and academic outcomes.

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Learning Development Plan for Enhancing Math Performance

The study's findings indicate significant improvements in students' mathematics scores

post-intervention, affirming the effectiveness of the peer tutoring program in addressing the least
mastered competencies. Correlation analyses further revealed relationships between academic
performance and profile variables, attitudes toward mathematics, and perceived benefits of peer
tutoring. The paired t-test results provided statistical evidence of the program's impact on academic
performance, validating the proposed Learning Development Plan as an effective strategy for
improving mathematics education. The development of this plan, based on research findings,
shows promise for enhancing students' academic performance in mathematics through structured
peer tutoring, metacognitive strategies, and a collaborative learning environment. Future initiatives
should focus on implementing and evaluating the plan's effectiveness, expanding it to other subject
areas, and providing continuous support for teachers' professional development to ensure sustained
positive outcomes.

IV. Conclusion

In conclusion, this study demonstrates the significant impact of peer tutoring on Grade 10
students' mathematics education, enhancing critical skills, attitudes, and academic performance.
Despite challenges such as limited parental educational attainment and low-income backgrounds,
students have access to comprehensive learning resources. The positive correlations between
students' attitudes, academic performance, and the benefits of peer tutoring highlight the need for
strategies that promote engaging learning environments and support systems. The proposed
Learning Development Plan for peer tutoring in Mathematics 10 shows promise in further
enhancing student understanding and performance. Recommendations include implementing
targeted teacher training programs, strengthening peer tutoring programs, developing a
comprehensive tutoring curriculum, and integrating socioeconomic considerations into teaching
strategies to improve overall educational outcomes.

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