Abstract

This study investigates the effectiveness of peer tutoring in enhancing mathematics achievement among first-year Bachelor of Primary Education students who face challenges leading to supplementary examinations. It seeks to understand how peer tutoring impacts students' confidence in mathematics, factors influencing their interest in the subject post-tutoring, and their perceptions of traditional teaching methods compared to peer tutoring effectiveness. Despite the inclusion of a foundational mathematics course, many students encounter difficulties, prompting a reliance on supplementary exams. Peer tutoring presents a potential solution to enhance understanding and confidence, thereby improving educational outcomes within the Bachelor of Primary Education program. The study employs a mixed-method case study design, combining quantitative analysis of pre/post-test scores with qualitative insights from surveys, with ethical considerations including informed consent and confidentiality measures. The population comprises first-year Bachelor of Primary Education students facing supplementary exams, with a purposive sample selected for thorough exploration of research questions. Results indicate significant improvements in students' confidence and interest in mathematics post-tutoring, highlighting peer interactions and interactive teaching styles as key motivators. The findings affirm the positive impact of peer tutoring in addressing foundational mathematics challenges and underscore the need to integrate peer tutoring into teacher preparation programs and revise curricula to prioritize active learning strategies for improved educational outcomes.