Abstract
The aim of the study was to look into the effect of peer learning strategies on the performance of the learners in General Mathematics. A quasi-experimental design was employed, including 32 participants from grade 11 senior high school students at Tanauan City Integrated High School. The researcher devised an evaluation exam and a survey questionnaire to collect data. Statistical tools included percentage frequency distribution, dependent sample t-test, and weighted mean. The study found that utilizing peer learning strategies in teaching exponential functions helped grade 11 students improve their academic performance. Students acknowledge that peer learning improves their academic performance and promotes classroom engagement. In summary, the research established that peer learning was a useful strategy not just to improve students’ academic performance but also to make classroom discussion more active and engaging.
