Abstract
This qualitative multiple case study aimed to gain a deep understanding of how tutees, tutors, and teachers navigate challenges within the Peer Assisted Study Session (P.A.S.S) school program. It delved into the experiences of one tutee, one tutor, and one teacher who actively involved in the program. Through in-depth interviews, observations, and field notes, comprehensive data were gathered. Thematic analysis and cross-case analysis were utilized, revealing that participants found the program beneficial academically and socially, contributing to their personal and professional growth. Despite challenges, the tutee and tutor strived and find motivation through the support from their family and friends, fostering a positive outlook, enjoying the program, and employing strategies for academic success and personal development. Realizations about the program's academic and social impact, its role in tutors' growth, and its potential to help students on academic probation were key drivers for participation.
