Peer Tutoring as an Approach to Enhance Grade 7 Students’ Skills in Solving Problems on Percentages and Discounts at Taysan San Jose Integrated National High School

Abstract

Mathematics education plays a crucial role in developing learners’ problem-solving and real-life application skills; however, many students struggle with concepts such as percentages and discounts. This study aimed to determine the effectiveness of peer tutoring in enhancing Grade 7 students’ mathematical skills and engagement in solving problems related to percentages and discounts.

A mixed-method research design was employed involving 50 Grade 7 students from Taysan San Jose Integrated National High School. Data were collected through teacher-made pre-test and post-test, a validated questionnaire, and semi-structured interviews. Quantitative data were analyzed using weighted mean, frequency, percentage, and ranking, while qualitative data were analyzed through thematic analysis.

Results revealed that prior to the intervention, students demonstrated moderate proficiency in concept mastery (WM = 2.05), problem accuracy (WM = 1.88), and solution strategy (WM = 1.96). After the implementation of peer tutoring, students exhibited high engagement in motivation (WM = 3.63), active participation (WM = 3.62), and peer interaction (WM = 3.65). Peer tutoring was also found to be highly beneficial in computing discounts (WM = 3.65) and calculating percentages (WM = 3.66). However, challenges such as unclear explanations, fast-paced discussions, and classroom distractions were identified (WM = 3.83).

The study concludes that peer tutoring significantly enhances students’ mathematical understanding, engagement, and confidence. Structured implementation and teacher supervision are recommended to maximize its effectiveness.