HARNESSING ACTIVE AND PEER TUTORING LEARNING STRATEGIES TO IMPROVE ACHIEVEMENT, RETENTION AND ATTITUDES TOWARD MATHEMATICS IN SENIOR SECONDARY SCHOOLS

Abstract

Mathematics remains a critical subject for intellectual, technological and national development, yet students’ persistent underachievement in the subject continues to trouble educators. This opinion paper argues that the integration of active and peer tutoring learning strategies can transform mathematics instruction and learning outcomes at the senior secondary level. Drawing upon current literature (Akudo et al., 2025; Passion & Marcelo, 2024; Dada et al., 2023), it advocates for a shift from teacher-dominated pedagogy to learner-centred and collaborative approaches that promote engagement, critical thinking and sustained retention. It further contends that peer tutoring and active learning not only improve academic performance but also build confidence, motivation and positive attitudes toward mathematics. The paper concludes with implications for teachers, policymakers and researchers, highlighting the need for structured implementation and professional development to sustain the benefits of these innovative strategies.