ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— — 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