John Dave R. De Guzman

Balanga City National Science High School

Completed 2026

ABSTRACT

This study explored how peer tutoring enhanced the learning experiences of Grade 11 STEM students in General Mathematics at Balanga City National Science High School (BCNSHS). Specifically, it examined students’ experiences, perceived influence on understanding and confidence, challenges encountered, tutor–tutee interactions, and suggestions for improving the peer tutoring program. A qualitative research design was employed involving ten (10) Grade 11 STEM students who served as peer tutors and tutees. Data were gathered through interviews, focus group discussions, classroom observations, and supporting school records, and were analyzed thematically to identify recurring patterns and insights. The findings revealed that peer tutoring fostered collaborative learning, improved students’ conceptual understanding and confidence, strengthened communication and peer relationships, and promoted active classroom participation. Although instructional, emotional, and organizational challenges were identified, participants emphasized that structured implementation, continuous teacher guidance, tutor training, adequate learning resources, and regular monitoring enhanced the effectiveness of the program. The study was limited to a small group of participants from one senior high school, which may limit the transferability of the findings to other educational settings. Nevertheless, the study contributes to the growing body of evidence supporting peer tutoring as a learner-centered instructional strategy for improving mathematics learning. The findings provide practical guidance for teachers and school administrators in strengthening peer-assisted learning programs and support the implementation of research-based classroom interventions. Future studies may involve larger populations, different academic disciplines, and mixed-method or experimental research designs to further validate and expand the present findings.