Kiburis (2012) used peer tutoring in peer assisted learning strategy (PALS) format with some modification in 7th grade students of regular education in the subject of Mathematics. The researcher found that the implementation of PALS mathematics program for students increased their post-test scores in mathematics as compared to pre-test scores. PALS mathematics provided additional support to students with diverse learning abilities. PALS provided an opportunity to involve all students in practicing mathematics problems.
Hawkins, Masti-rao, Hughes, Berry, and McGuire (2009) used class-wide peer tutoring along with randomized interdependent group oriented contingency (IGOC) in a general education mathematics classroom. The purpose of this intervention was to improve fluency of multiplication in mathematics. It was also found that class-wide peer tutoring along with randomized interdependent group oriented contingency (IGOC) improved students performance in mathematics. In another study carried out by Lo and Cartledge (2004), they also used class-wide peer tutoring along with randomized interdependent group oriented contingency (IGOC) in a general education 4th grade social studies classroom. It was found that the intervention improved the grades of seven students out of eight students.
Calhoon and Fuchs (2003) used peer assisted learning strategies (PALS) to find the effectiveness in the subject of mathematics at secondary level and concluded that the students involved in PALS program performed well and showed better understanding of the concepts of mathematics.
Topping, Campbell, Douglas and Smith, as cited by Austin, (2008) reported that the student-centered approaches enhanced the performance of students in all subject at elementary level and the use of mathematics in daily life. The educational institutes are therefore accepting the student-centered strategies rather than the traditional methods of teaching. All the learners with different backgrounds exhibited remarkable improvement in their learning because of implementation of same-age and cross-age tutoring. Austine, 2008, used the concept of cross-age peer tutoring to find factors responsible for increasing achievement level in mathematics. It was discovered that the peer tutoring caused increase in the performance level of mathematics and enhanced self-confidence of both tutor and tutee. McMaster, Fuchs and Fuchs (2006) also discovered an increase motivation of mathematics class. The motivation helped the students to earn success in mathematics.
The goal of attaining mastery in problem solving skill can be achieved through peer tutoring in the classroom. The ability to solve problem is an important and fundamental component of teaching mathematics, Austin (2008). Fuchs, Fuchs, Yazdin and Powell, (2002) concluded that peer tutoring has a significant effect on mathematics achievement. It was also pointed out that peer tutoring and cooperative learning strategies for students having learning disabilities in the subject of mathematics and students improved their mathematics score.
In a study carried out using the concept of peer tutoring in the subject of mathematics in a high school, Walker (2007). The researcher used six high performing students as tutors to use their knowledge in assisting those students who had poor comprehension in mathematics. It was discovered that peer tutoring benefited both tutor and tutee to learn mathematical concepts. Parsons, Croft, and Harrison (2009) concluded that students worked together in peer tutoring and got high self concept and contentment to increase their confidence, and achievement level. In a similar vein, Mesler (2009) worked on third grade students of an urban high school while using the peer tutoring concept. The researcher discovered that that through peer tutoring both students (tutor and tutee) increased their mathematical skills and showed good test scores at the end indicating increased performance level.
