Collaborative Classrooms: Measuring the Effectiveness of Peer Tutoring in Enhancing Problem Solving Performance among Grade 6 Pupils

Abstract

This study investigated the effectiveness of peer tutoring as a remediation strategy in improving the problem-solving performance of Grade 6 pupils of Calanasan District in Mathematics. The study utilized a mixed method research design. The research involved pre-test and post-test evaluations, with students assigned to tutors and tutees based on academic performance. The quantitative data confirmed the intervention's success, demonstrating the effectiveness of structured mathematical problem-solving activities. The study incorporated a qualitative component to understand the experiences and perceptions of tutors and tutees in the peer tutoring process. Through interviews, observations, and reflective journals, it explored difficulties, engagement, and effectiveness of the intervention. The findings revealed a significant improvement in the pupils' academic performance, with achievement levels shifting from “Satisfactory” to “Very Satisfactory” following the intervention. Statistical analysis confirmed this with a significant mean difference between the pre-test and post-test scores (t(24) = -4.609, p = .000), validating the effectiveness of peer tutoring. Interviews highlighted challenges such as inconsistencies in explanations, fast pacing, behavioral issues, and language barriers. However, pupils reported feeling more comfortable and engaged during the peer tutoring sessions, particularly with teacher guidance. The study concludes that peer tutoring, when guided by teachers, is an effective and inclusive educational intervention for improving mathematical problem-solving in primary education.