Collaborate to Learn: A Scoping Review of Peer Tutoring Strategies in Secondary Science Education
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| Title: | Collaborate to Learn: A Scoping Review of Peer Tutoring Strategies in Secondary Science Education |
|---|---|
| Language: | English |
| Authors: | Catherine C. Ala (ORCID |
| Source: | International Journal of Research in Education and Science. 2026 12(2):275-299. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Secondary Education |
| Descriptors: | Peer Teaching, Tutoring, Secondary Education, Science Education, Program Effectiveness, Secondary School Science, Barriers, Foreign Countries, Science Achievement, Concept Formation, Learner Engagement, Skill Development |
| Geographic Terms: | Nigeria, Philippines, Indonesia, Turkey, South Africa, Belgium, United States, United Kingdom |
| ISSN: | 2148-9955 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505900 |
| Database: | ERIC |
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