The Effect of Peer Tutoring on Students’ Mathematics Achievement: Mediating Roles of Students’ Perception of Mathematics and Students’ Engagement

Emmanuel Takyi and Akwaboah Sumaila
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Emmanuel Takyi: Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, kumasi, Ghana
Akwaboah Sumaila: Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development, kumasi, Ghana

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 36-49

Abstract: Humans learn best when they repeat the same behavior multiple times, according to numerous research (Jennifer 2015; Kang, 2016). It implies that students learn more effectively and retain information longer when teachers create a supportive learning environment where students may practice and repeat topics meaningfully while getting positive feedback. According to Dada et al., (2023), Active-learning pedagogies aim to include students in the development of knowledge and shift classroom learning toward a more self-personal approach. This setting is different from a standard lecture, which depends on students listening passively and focuses on imparting instructor information. The Ghanaian education community advocates for a change in teaching methods from traditional (conventional) approaches to learner centered approaches that prioritize students’ accomplishments, active knowledge generation, retention, information transfer, and problem-solving skills. Peer tutoring is a unique teaching technique in which students are paired up in pairs, sometimes with varying skills, to function as tutor and tutee during the learning process in order to maximize the advantages from one another.†(Nawaz & Reman 2017). This method of teaching has advantages for both the tutees and the tutors because it allows the latter to strengthen their own comprehension and subject matter expertise.

Date: 2025
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