European Journal of Education Studies

ISSN: 2501 - 1111

ISSN-L: 2501 - 1111
Available online at: www.oapub.org/edu

DOI: 10.46827/ejes.v11i11.5692 Volume 11│Issue 11│2024

EFFICACY OF ONE-ON-ONE PEER TUTORING

IN IMPROVING THE PROBLEM-SOLVING
PERFORMANCE AMONG THE GRADE 10 LEARNERS

Glendon L. Macapayad1i,
Edmar L. Lapinid1,
Glory Praise Valmoria2,
Kimberly V. Colis2,
Lyza Bacalso2
1Sisters of Mary School-Girlstown, Inc.,
Talisay, Cebu,
Philippines
2Cebu Eastern College,

Cebu City,
Philippines

Abstract:
This study aimed to determine the effectiveness of peer tutoring on the mathematical
problem-solving performance of Grade 10 students in a public school in Cebu City during
S.Y. 2021-2022. Utilizing a single-group pre-test and post-test research design, the study
assessed the impact of peer tutoring on selected students' problem-solving performance
in mathematics. Participants were chosen based on their math performance, and peer
tutoring was conducted in a one-on-one tutor-tutee format. Two research tools were
used: a Learner’s Questionnaire to gather students’ profiles and perceptions of the peer
tutoring sessions and a Learners’ Achievement Test to measure their mathematical
problem-solving performance. Both descriptive and inferential statistics were employed
to analyze the data. Descriptive statistics, including weighted means and Likert scales,
were used to summarize the students’ perceptions, while a z-test and paired t-test were
used to compare pre-test and post-test scores. The results showed a significant
improvement in the students' mathematical problem-solving abilities after the peer
tutoring intervention, with a significant increase in their post-test scores. Furthermore,
students perceived peer tutoring as highly beneficial in enhancing their understanding
and ability to solve math problems. Based on these findings, it is recommended that
educators utilize peer tutoring as an instructional strategy to improve students'
mathematical problem-solving skills. This approach can also foster greater student
participation and interest in learning mathematics.

i
Correspondence: email [email protected], [email protected]

Copyright © The Author(s). All Rights Reserved. 818

 Glendon L. Macapayad, Edmar L. Lapinid, Glory Praise Valmoria, Kimberly V. Colis, Lyza Bacalso
EFFICACY OF ONE-ON-ONE PEER TUTORING IN IMPROVING THE PROBLEM-SOLVING
PERFORMANCE AMONG THE GRADE 10 LEARNERS

Keywords: peer-tutoring, math performance, problem-solving, Grade 10 learners, Cebu

City

1. Introduction

Peer tutoring is a learning approach that involves pairing high-performing students with
lower-achieving peers or students of similar academic levels to engage in structured
study sessions focused on reading and mathematics (Candelaria, 2022). By creating an
environment where students can learn from one another, peer tutoring fosters a sense of
shared responsibility and encourages active participation in the learning process.
Developmental learning theorists introduced the concept that teachers could
enhance their effectiveness by structuring learning in a gradual, sequential way and
linking it to students' existing knowledge and experiences (Bates, 2019). In the context of
mathematics, this approach can provide struggling students with personalized guidance,
making abstract concepts more accessible through peer explanations and repeated
practice (Attard & Holmes, 2022). In addition to promoting academic growth, peer
tutoring has been shown to influence students' problem-solving skills, particularly in
mathematics positively. When students engage in collaborative learning, they are
exposed to diverse problem-solving strategies, which can deepen their understanding
and enhance their ability to approach complex mathematical challenges (Setiawan et al.,
2020). As a result, peer tutoring improves mathematical comprehension and builds
confidence and fosters critical thinking, both of which are essential for effective problem-
solving.
Problem-solving instruction offers students the chance to apply mathematical
concepts, connect previously isolated ideas, and achieve a more profound understanding
of mathematics as a whole (Olivares, Lupiáñez, & Segovia, 2021). Research has shown
substantial academic gains across various subjects, including mathematics, with notable
benefits for students facing emotional and behavioral challenges (Osei-Himah et al., 2022;
Bowman-Perrott et al., 2022).
Several research findings showed the different challenges faced by the learners in
solving mathematical problems. Despite including mathematics as a core subject in the
educational curriculum, the mathematics problem solving skills of the students are still
relatively low (Sekaryanti, 2022). One of the significant challenges students face in
mastering mathematics is their lack of proficiency in understanding mathematical
symbols, formulas, concepts, and representations (Mohd, 2016).
Thus, gaining insight into the problem-solving process can enhance students'
academic performance and overall learning outcomes. (Hsiao et al., 2018). Recognizing
the problem as a key step in the problem-solving process engages students' cognitive
abilities to find a solution and effectively communicate their reasoning (OECD, 2003). The
outcome of the students' mathematical problem-solving performance resulted from their
ability to understand the problem by applying the prior skills learned.

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 Glendon L. Macapayad, Edmar L. Lapinid, Glory Praise Valmoria, Kimberly V. Colis, Lyza Bacalso
EFFICACY OF ONE-ON-ONE PEER TUTORING IN IMPROVING THE PROBLEM-SOLVING
PERFORMANCE AMONG THE GRADE 10 LEARNERS

Math problem-solving is a critical aspect of higher-order thinking skills, making it

an essential ability for learners. Thus, addressing this concern of low mathematical
problem-solving proficiency is a key challenge that must be tackled.

2. Literature Review

This chapter highlights the literature and relevant studies that focus on peer tutoring to
the mathematical problem-solving performance of the students.
Peer tutoring is an interactive teaching method that promotes student inclusion
and facilitates learning through collaboration between peers (Moliner & Alegre, 2020).
Other educational professionals defined peer tutoring as a cooperative learning method
that involves pairing students who have common learning goals (Topping et al., 2017).
Furthermore, mixed-ability peer tutoring groups were recommended because they
provide more opportunities for assisting learners in need while also strengthening the
skills of others (Rahmasari, 2017; Dvorak, 2004).
Numerous studies have reported various benefits for both tutors and tutees arising
from peer tutoring experiences. In the study of Abdelkarim & Abuiyada (2016) on the
effect of peer teaching on the mathematics achievement of undergraduate students,
findings suggest that peer teaching strategy has been shown to positively impact
students' academic achievement in mathematics. In a similar study, peer teaching
enhances both cognitive and social development. This implies that students engage more
deeply in the learning process through direct interactions in a comfortable environment,
which promotes active learning.
Peer tutoring has influenced not only the tutee but also the tutors. In a study by
Moliner & Legre (2020), results showed that when a student realizes he/she is able to
explain mathematics contents to a peer, her/his confidence in his/her own abilities in
mathematics increases. The academic impact of peer tutoring indicates that students
involved in peer tutoring interventions experienced greater academic enhancements
(Kim, et al., 2021). Peer tutoring has been used significantly to address concerns in
mathematics.
In the study of Cabello et al. (2024), students face several challenges in learning
mathematics, including difficulties in recalling information from prior lessons, a
tendency to forget material easily, and struggles with comprehending mathematical
concepts. It has been noted that students who perceive mathematics as highly challenging
are more likely to give up than those who view the subject as straightforward. Also,
teachers believe that students are not putting in enough effort, failing to seek assistance
from others, and struggling to effectively manage their time for learning (K & Kurukkan,
2015). On the other hand, students reported challenges in comprehending the language
of mathematics and described the subject as highly confusing (Prasana et al., 2023). This
suggests that there is a need for efficient use of language support and more detailed
explanations to enrich learning comprehension. In the same study, findings show that
there is a considerable number of students indicated that they tend forget methods and

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 Glendon L. Macapayad, Edmar L. Lapinid, Glory Praise Valmoria, Kimberly V. Colis, Lyza Bacalso
EFFICACY OF ONE-ON-ONE PEER TUTORING IN IMPROVING THE PROBLEM-SOLVING
PERFORMANCE AMONG THE GRADE 10 LEARNERS

have difficulty with challenging questions. This implies the significant role of
reinforcement and review activities in mathematics in improving retention and
improving problem-solving skills.
In the PISA results for Mathematics, the country’s mean score in Mathematics
drops by an average of 15 points, which shows that students are unlikely to be able to
correctly answer questions with difficulty levels 2 and higher (PISA, 2022).
As peer tutoring tries to address these issues, several studies have affirmed its
influence on the math problem solving skills of the students. In the study of Passion &
Marcelo (2024) on the benefits of peer tutoring in enhancing students’ academic
performance in mathematics, the study reveals significant improvements in students'
mathematics scores following the intervention, supporting the effectiveness of the peer
tutoring program in targeting the competencies that were least mastered. Peer tutoring
is well-established as having a beneficial effect on students' academic achievement,
improving their attitudes toward learning, as well as fostering critical thinking, problem-
solving, communication, social skills, and academic abilities. (Barahona et al., 2023). In
addition, in Austin's (2006) study, students who undergo peer tutoring through the
completed motivational assessment revealed an increase in positive attitudes towards
math throughout the study. Furthermore, peer tutoring shows that tutees were
successfully able to generalize their skills to solve mathematical word problems
presented by unfamiliar peers and showed continued proficiency in solving problems
presented by both assigned and unfamiliar peers (Davis et al., 2022).
In general, mathematical problem-solving skills play a significant role in
individual skills as they serve as a basis for solving real-life problems. With numerous
studies that support it, peer-tutoring has been widely used to reinforce these skills.

3. Material and Methods

This research utilized a single group pre-test post-test research design using peer tutoring
as an intervention to determine the efficacy of peer-tutoring to improve Mathematical
problem-solving performance among the selected Grade 10 learners in one of the public
schools in Cebu City. The study’s respondents were the 10 Grade 10 students for the
academic year 2021-2022. These 10 students were selected based on the student’s
performance in Mathematics.

Table 1: Profile of the respondents (n=10)

Profile f %
15-17 7 70.00
Age
18-20 3 30.00
Male 5 50.00
Gender
Female 5 50.00

Table 1 presents the data gathered on the profile of the respondents in terms of age and
gender. From the survey, it was determined that most of the respondents were aged (15-

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 Glendon L. Macapayad, Edmar L. Lapinid, Glory Praise Valmoria, Kimberly V. Colis, Lyza Bacalso
EFFICACY OF ONE-ON-ONE PEER TUTORING IN IMPROVING THE PROBLEM-SOLVING
PERFORMANCE AMONG THE GRADE 10 LEARNERS

17) and only 3 respondents were aged (18-20) and there is an equal number of male and
female respondents.
In this research, the researchers implemented a one-on-one tutor-tutee set-up
during the conduct of peer tutoring. Informed consent was obtained from the
respondents prior to administering the tutorial. Additionally, participants were informed
of their right to withdraw from the data collection process if they felt uncomfortable
continuing their involvement.
The research instrument used in this study includes Learner’s Questionnaires to
determine the students’ profile and measure the students’ perception of peer-tutorial
activity and the Learners’ Achievement Test to measure the students’ mathematical
problem-solving performance. The test was administered to the learners before exposure
to peer tutoring. Then a post-test is conducted. The data were analyzed using frequency
count and percentage, weighted mean, standard deviation, and paired t-test.

4. Results and Discussion

This section presents the results of the data gathered in terms of mathematical problem-
solving performance before and after the peer-tutoring activity, and the students’
perception of the peer-tutoring activity.

Table 2: Math Problem Solving Performance of the Grade 10 Learners in Pretest and Post Test
n H.M. A.M. SD Computed z Critical Value P-value Qualitative Rating
Below
Pre-test 10 3 2.10 0.876 -3.25* 1.96 0.0012
Average
Above
Post-test 10 3 4.70 0.483 11.13* 1.96 0.00
Average
*significant at p<0.05 (two-tailed)

Table 2 presents the math problem-solving performance of Grade 10 learners before and
after the peer-tutoring intervention. The students were given five problem-solving tasks
in both the pre-test and post-test assessments. As shown, the average pre-test score was
2.10, indicating that students performed below average. A z-test was conducted to
compare the actual mean of the pre-test scores to the hypothetical mean, revealing a
statistically significant difference with a p-value of 0.0012. This result underscores the
need for an intervention to improve students' mathematical problem-solving abilities.
Following the peer-tutoring activity, the post-test results show a marked
improvement, with an average score of 4.70. This relatively high score suggests that
students performed above average after receiving peer tutoring support. The z-test
confirmed a significant difference between the actual post-test mean and the hypothetical
mean, with a p-value of 0.00. These findings highlight the positive impact of the peer-
tutoring activity in enhancing students' math problem-solving skills, demonstrating that
the intervention effectively addressed the gaps in their performance. Similar findings in
the study of Gan et al. (2010) showed that students in the peer tutoring groups

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 Glendon L. Macapayad, Edmar L. Lapinid, Glory Praise Valmoria, Kimberly V. Colis, Lyza Bacalso
EFFICACY OF ONE-ON-ONE PEER TUTORING IN IMPROVING THE PROBLEM-SOLVING
PERFORMANCE AMONG THE GRADE 10 LEARNERS

demonstrated greater interest in learning mathematics and showed higher confidence in

their ability to succeed in the subject.

Table 3: Statistical Analysis of the Pre-test and Post-test Scores

Pre- Post- Test Statistics
n test test d SD Computed Critical P-
Decision Remarks
Mean Mean t Value value
10 2.10 4.70 2.60 0.699 11.759* 2.306 0.000 Reject Ho Significant
*significant at p<0.05 (two-tailed).

Table 3 presents the analysis of the significant difference between the pre-test and post-
test scores of students in terms of their mathematical problem-solving performance. The
pre-test mean score was 2.10, while the post-test mean score increased to 4.70, indicating
an improvement of 2.60 points. A paired t-test was conducted to statistically assess this
difference. The computed t-value (11.759) was found to be significantly higher than the
critical value (2.306), confirming that the difference between the two sets of scores is not
due to random chance.
This substantial t-value strongly suggests that the peer-tutoring activity had a
meaningful and positive effect on students' mathematical problem-solving abilities. The
significant improvement in scores reflects how the peer-tutoring approach provided
students with a more effective learning environment, allowing them to grasp and apply
mathematical concepts more confidently. The results validate the effectiveness of
collaborative learning, where students benefit from their peers’ explanations and
strategies, leading to better understanding and performance (Ghavifekr, 2020).
Consequently, this peer-tutoring intervention proved to be a successful tool in enhancing
the students' overall mathematical abilities, as evidenced by the significant gains from
pre-test to post-test.
Table 4 assesses students' perceptions of the peer-tutoring activity and its impact
on their mathematical problem-solving performance. In general, the peer-tutoring
activity yielded a mean score of 4.42, indicating that it was highly effective in improving
students' mathematical problem-solving performance. The results highlight that peer-
tutoring helped students solve math problems more effectively, especially when
explained by their peers. Despite the inherent difficulty of some math topics, students
(tutees) were able to better grasp concepts and solve problems, demonstrating the
benefits of peer support in overcoming learning difficulties.

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 Glendon L. Macapayad, Edmar L. Lapinid, Glory Praise Valmoria, Kimberly V. Colis, Lyza Bacalso
EFFICACY OF ONE-ON-ONE PEER TUTORING IN IMPROVING THE PROBLEM-SOLVING
PERFORMANCE AMONG THE GRADE 10 LEARNERS

Table 4: Learners’ Perception on the Effectivity of Peer-Tutorial

Activity in Reinforcing Math-Problem Solving Performance
Weighted Standard Qualitative
Learner’s Perception
Mean Deviation Rating
1. Mathematical problem-solving becomes easy
4.20 0.632 Effective
when taught by my classmates.
2. Problem-solving in Mathematics is theoretical
4.00 0.943 Effective
and complex to be taught by my classmates. *
3. Small group discussions help me understand Highly
4.70 0.483
Mathematics in solving real-life problems. Effective
4. I seek assistance from my classmates when I Highly
4.40 0.699
am unable to solve a mathematical problem. Effective
5. My interest increases when a fellow classmate Highly
4.80 0.422
solves a mathematical problem on the board. Effective
Highly
General Weighted Mean 4.42 0.636
Effective

The small group discussions fostered by peer-tutoring allowed learners to collaboratively

explore different strategies for understanding and solving mathematical problems. By
sharing their thoughts and approaches with their peers, students gained new
perspectives on problem-solving techniques, deepening their comprehension of the
problem. A similar research study indicates that students were able to exchange ideas
with their peers and show a willingness to participate in class (Mundelsee & Jurkowski,
2021). This provided a platform where students could freely ask questions, seek
clarifications, and test out various methods in a supportive setting.
Furthermore, students who initially struggled with solving problems were able to
seek immediate assistance from their peers. This not only boosted their confidence but
also led to increased interest and participation in math class. The opportunity to actively
engage in the learning process with the guidance of peers helped transform their
perception of mathematics to a more manageable one, enhancing both their performance
and attitude towards the subject (Diez-Palomar, et al., 2020). The peer-tutoring activity
thus played a pivotal role in creating a collaborative and supportive learning atmosphere,
which was key to improving students' overall engagement and success in mathematics.

5. Recommendations

Given the study's findings, which highlight the significant positive impact of one-on-one
peer tutoring on students' problem-solving abilities, it is recommended that schools
integrate peer tutoring programs into their standard curriculum and academic
intervention initiatives, especially for subjects that emphasize problem-solving skills.
Training students as peer tutors can improve both academic performance and
interpersonal skills, fostering a supportive learning environment that benefits both tutors
and tutees. Further studies are encouraged to explore the long-term effects of peer
tutoring and its applicability across different subjects and age groups.

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 Glendon L. Macapayad, Edmar L. Lapinid, Glory Praise Valmoria, Kimberly V. Colis, Lyza Bacalso
EFFICACY OF ONE-ON-ONE PEER TUTORING IN IMPROVING THE PROBLEM-SOLVING
PERFORMANCE AMONG THE GRADE 10 LEARNERS

6. Conclusion

This study sought to explore the impact of peer tutoring on the mathematical problem-
solving performance of Grade 10 learners. The results revealed a significant improvement
in the students’ mathematical problem-solving performance, with scores increasing
considerably after the implementation of peer tutoring. This improvement suggests that
peer tutoring plays a crucial role in enhancing learners' understanding and application
of mathematical concepts.
Moreover, the learners expressed a positive perception of peer tutoring,
identifying it as an effective learning strategy that helped them better engage with and
solve complex mathematical problems. The nature of peer tutoring likely created a
supportive learning environment where learners felt comfortable seeking clarification,
practicing problem-solving techniques, and benefiting from the explanations and
perspectives of their peers.
These emphasized the importance of peer-assisted learning models in education,
especially in subjects like mathematics, where problem-solving is critical to mastery. The
significant increase in the learners' performance support through peer tutoring boosts
academic outcomes, which adds academic significance to the educational field. As the
study demonstrated, peer tutoring can be a valuable tool in addressing gaps in
understanding and improving overall mathematical performance.
The results of this study resonate with previous research on peer tutoring, which
has consistently highlighted its efficacy in improving academic outcomes, particularly in
mathematics (Topping, 2005). With its positive influence on learners' problem-solving
abilities and perceptions, peer tutoring proves to be a strategic educational intervention
for enhancing both student performance and engagement.

Acknowledgements
The researchers extend their sincere gratitude and deep appreciation to those who
contributed to the completion of this study:
To the school administration, particularly Sr. Maria Chelo S. Marikit, SM, school
principal, for supporting teachers’ involvement in the research extension program, which
has enhanced our research skills and established a research-based classroom
environment.
To Dr. Emerson D. Peteros, head of the mathematics extension program at Cebu
Technological University, along with Dr. Porferio Almerino, Dr. John V. De Vera, Dr.
Irene O. Mamites and Dr. Maria Domnena I. Anog, for their valuable guidance and
collaboration.
To the respondents, whose insights and participation were vital to the success of
this study.

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 Glendon L. Macapayad, Edmar L. Lapinid, Glory Praise Valmoria, Kimberly V. Colis, Lyza Bacalso
EFFICACY OF ONE-ON-ONE PEER TUTORING IN IMPROVING THE PROBLEM-SOLVING
PERFORMANCE AMONG THE GRADE 10 LEARNERS

About the Author(s)

Glendon L. Macapayad is a mathematics teacher at Sisters of Mary School-Girlstown,
Inc. and is currently the school activity coordinator of the school. He finished his
bachelor’s degree in mathematics education at Cebu Normal University. He is pursuing
his master’s degree in teaching mathematics at Cebu Technological University, Cebu
City, Philippines.
Edmar L. Lapinid is a mathematics teacher at Sisters of Mary School-Girlstown, Inc. He
finished his bachelor's degree in mathematics education at Cebu Eastern College,
Philippines.
Glory Praise Valmoria finished their bachelor's degree in mathematics education at Cebu
Eastern College, Philippines.
Kimberly V. Colis finished their bachelor's degree in mathematics education at Cebu
Eastern College, Philippines.
Lyza Bacalso finished their bachelor's degree in mathematics education at Cebu Eastern
College, Philippines.

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European Journal of Education Studies - Volume 11 │ Issue 11 │ 2024 828

 Glendon L. Macapayad, Edmar L. Lapinid, Glory Praise Valmoria, Kimberly V. Colis, Lyza Bacalso
EFFICACY OF ONE-ON-ONE PEER TUTORING IN IMPROVING THE PROBLEM-SOLVING
PERFORMANCE AMONG THE GRADE 10 LEARNERS

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