ABSTRACT
This qualitative study aimed to determine the learners and teachers’ experiences on peer tutoring. Using in-depth interview and phenomenological design, the study employed a researcher-made interview questionnaire to gather data. Audio and video recorders were used for data gathering and documentation. It was found out that the learners’ experiences on peer tutoring included assistance to slow or struggling learners/peers, improvement in academic performance, and increased self confidence and responsibility. While teachers’ experiences on peer tutoring were the development of good relationship between the tutor and tutee, enhancement of self confidence and responsibility, and improvement in academic performance and communication skills. The challenges encountered by learners were tutees’ inattentiveness and low comprehension/understanding. For teachers, they encountered learners’ behavioral problem, scheduling difficulties of tutor and tutee, and lack of parental support. The influence of learners’ and teachers’ experiences on peer tutoring is reflected in encouraging and empowering learners, involving parents, crafting suitable and effective strategies, and developing relevant interventions and appropriate learning materials.
Keywords: Peer Tutoring, Reading Enhancement Program
INTRODUCTION
Learners learn best at their own comfort zone. Their interest were greatly develop if they’re enjoying what their doing. Varied learning factors were considered which greatly affect the learning performance of learners. As per observe, learners performance is at its lowest peak among key stage two learners. With this, learners are encourage to engage in peer tutoring to help cope up with their lessons and to leverage their performance academically as well as boost their social life and self- confidence.
Peer tutoring involves a teaching strategy where students work together to assist each other's learning, with one student acting as the tutor and the other as the tutee.
Recent scholarship underscores that peer tutoring has become an increasingly recognized instructional approach across different educational contexts, with both learners and teachers reporting meaningful experiences. For learners, peer tutoring is often associated with improved academic achievement, heightened confidence, and stronger motivation to engage in classroom activities. Atamosa and Dioso (2024) demonstrated that Grade 2 pupils in the Philippines significantly enhanced their reading comprehension through structured peer tutoring, suggesting that younger learners benefit from the supportive and collaborative environment created by peers.
Similarly, Pasion and Marcelo (2024) found that secondary school students in mathematics not only improved their problem-solving skills but also developed greater confidence and willingness to participate actively in class discussions. These findings align with (Zhang et al., 2025) meta-analysis of higher education contexts, which concluded that peer tutoring consistently contributes to better academic outcomes while fostering social interaction and reducing feelings of isolation among learners.
Teachers’ experiences with peer tutoring reveal a complementary perspective. Many educators view peer tutoring as a practical strategy to make classrooms more interactive and to address diverse learning needs, especially in settings where large class sizes limit individualized instruction. Teachers report that peer tutoring encourages active participation and helps cultivate collaborative learning cultures.
However, they also highlight challenges, particularly in ensuring the accuracy and consistency of peer tutors’ guidance. Without proper training and monitoring, peer tutors may unintentionally reinforce misconceptions, which underscores the importance of structured implementation. Teachers therefore emphasize the need for clear guidelines, ongoing supervision, and institutional support to maximize the effectiveness of peer tutoring programs.
Overall, recent studies suggest that peer tutoring is valued by both learners and teachers as a tool for academic improvement and social development. Learners appreciate the confidence and sense of belonging it fosters, while teachers recognize its potential to enrich classroom dynamics and support diverse learners. Yet, its success depends on careful planning, structured training, and sustained oversight to balance the benefits with the challenges of implementation.
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