The Relationship between Peer Tutoring Experience and the Academic Motivation of Junior High School Students in Mathematics

Abstract

Aims: This study aimed: (1) to determine the level of peer tutoring experience among peer tutors in mathematics across five dimensions: academic, social, professional, personal, and psychological; (2) to assess the level of academic motivation in terms of intrinsic value, attainment value, self-regulation, self-efficacy, utility value, and test anxiety; and (3) to determine the relationship between peer tutoring experience and academic motivation. Study Design: Descriptive Correlational Design. Place and Duration of Study: The scope was confined to secondary schools within the Schools Division of the City of Mati that offer mathematics tutoring programs during the School Year 2024–2025. The study excluded senior high school peer tutors and limits its focus to the motivational outcomes of Junior High School peer tutors. Methodology: A complete enumeration of 40 Junior High School Mathematics peer tutors from the Schools Division of the City of Mati, Davao Oriental, Philippines was employed for this study. An adapted questionnaire was utilized to assess peer tutoring experiences and academic motivation. Mean scores were computed to determine the levels of peer tutoring experience and academic motivation, while Pearson’s correlation coefficient was used to assess the relationship between the tutoring experience and academic motivation. Results: Findings revealed that participants reported a very high level in the psychological dimension and high levels in the remaining four dimensions of the peer tutoring experience. All six dimensions of academic motivation registered high levels. Pearson’s correlation coefficient revealed a statistically significant positive relationship between peer tutoring experience and academic motivation (r = 0.686, p < .001). Conclusion: Peer tutoring is strongly linked to higher academic motivation. Tutors with more positive experiences showed greater interest, confidence, and purpose in learning Mathematics. Thus, peer tutoring should be acknowledged and promoted by school administrators as a strategic approach that benefits learners including academically proficient students.