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Abstract
Working with peer or peer tutoring is a cooperative and active learned technique in which students work in pairs to help one another while also learned. Peer tutoring can take many different forms, depending on the students' academic aptitude, organizational challenges, material availability, and personal resources. With this, the objective of this study was to determine the contribution of working with peers as a strategy in learning Mathematics and in the improvement of their academic performance. The study utilized the quasi-experimental with one-group pretest-posttest design. The researchers chose the Grade IV level class in Pasayanon Elementary School, Matungao District. Based on observation, most of these students struggled with the topics of the mathematics subject. The data revealed that the participants’ posttest scores had a significant difference between the pretest scores after the integration working with peers. Thus, the null hypothesis, which states that there is no significant difference between the pretest and posttest scores of the participants after applying the working with peers, was rejected. Based on the findings of the Grade IV students' pretest, most of them received low scores in the pretest, but when the posttest was administered, the researchers found that the pupil's scores had increased. It implies that peer learning in mathematics can significantly improve pupils understanding and overcome their anxiety about learning the subject.
