World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue X (October 2026), pp.13-14
Rose Ann E. Malasig
MAEd Student/ Substitute Teacher
Burgos Central School
Introduction
To support learners who have difficulties with basic mathematics skills, it is necessary to provide adequate instructional answers that target their individual learning deficits. Learners may find it challenging to understand concepts and to use the necessary processes in integer computation which may be a hindrance to their advancement in subsequent mathematical competence. Remedial instruction, in form of peer tutoring, makes it possible to recognize these shortcomings and to give structured learning experiences to improve student performance.
Peer tutoring as a perennial intervention was implemented at Burgos Central School as a remedial-based intervention for Grade 6 pupils who were facing difficulty in integer computation. The intervention was designed to include focused instruction, differentiated learning experiences, interactive activities, feedback, and progress monitoring. The study attempted to evaluate the learners’ pre-test and post-test performance, to establish whether there was a significant difference between the two sets of scores and the extent of the influence of the intervention.
The World Education Connect Multidisciplinary e-Publication is a reputable, refereed, and peer-reviewed international journal. It is dedicated to fostering academic excellence and promoting interdisciplinary research across diverse fields. The journal covers a wide range of topics, including education, psychology, science, technology, social sciences, humanities, and more, providing a platform for scholars and researchers to share their knowledge and insights.
In addition, the publication places a special emphasis on the promotion and development of the Filipino language, contributing to its growth and recognition in the global academic community.
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