Collaborate to Learn: A Scoping Review of Peer Tutoring Strategies in Secondary Science Education
DOI:
https://doi.org/10.46328/ijres.5534Keywords:
Collaborative learning, Cross-age tutoring, Scoping review, Peer tutoring, Science educationAbstract
This scoping review examines peer tutoring strategies in secondary science education from January 2020 to June 2025. As demands for equitable, student-centered instruction increase, peer tutoring has gained attention as a cost-effective and collaborative approach that enhances understanding, engagement, and achievement. Following PRISMA-ScR guidelines, 19 empirical studies were synthesized from Scopus, OpenAlex, PubMed, Crossref, and Google Scholar. Studies were analyzed based on geographical distribution, grade level, science discipline, learning outcomes, tutoring strategies, and duration of implementation. Results show strong representation from the Global South, particularly Nigeria and the Philippines, where peer tutoring helps address large class sizes and limited resources. Chemistry was the most frequently tutored subject, with strategies including Reciprocal Peer Tutoring (RPT), Class-Wide Peer Tutoring (CWPT), Jigsaw, and online models. Most programs lasted 4-6 weeks and demonstrated positive impacts on academic performance, motivation, metacognition, and collaborative learning. Findings affirm peer tutoring’s adaptability across disciplines and contexts, highlighting its value as both an instructional tool and a means to foster affective development. Recommendations include structured tutor training, context-sensitive adaptation, and expanded exploration of digital peer-assisted learning. Future research should investigate long-term outcomes, equity considerations, and integration within broader science education reforms.
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