Peer tutoring in recent times has garnered significant academic attention within education as a cornerstone of cooperative learning and a pivotal instructional method for inclusive education. This study specifically investigated the impact of peer tutoring on mathematics academic performance among student-teachers. Grounded in positivist philosophy, the study employed a pre-test, post-test quasi-experimental design with two intact classes: fifty student-teachers in the control group (receiving traditional instruction) and sixty in the experimental group (engaged in peer tutoring). Academic achievement was evaluated using the Linear Equation in Algebra Test (LEAT), a 30-item multiple-choice objective test designed to measure proficiency in algebraic concepts. The results indicated that student-teachers in the peer tutoring group achieved higher scores on the LEAT compared to those in the traditional instruction group. This outcome underscored the efficacy of peer tutoring in enhancing academic performance in mathematics. Based on these findings, it is recommended that teachers adopt peer tutoring instructional strategies in their classrooms to improve student-teachers’ academic outcomes. Peer tutoring not only facilitates deeper learning through collaborative interaction but also promotes a supportive learning environment conducive to academic growth and achievement. This approach aligns with inclusive education principles by fostering peer support and active student engagement in the learning process.
Keywords: : Academic Performance, Algebraic Linear Equations., Instructional strategy, Peer tutoring, student-teachers
