This case study was conducted in one of the private schools in Bacolod City to examine the lived experiences, practices, characteristics, and difficulties of 12 Grade 8 Students during the conduct of the Mathematics Peer Tutoring Program, six (6) of whom were tutors, and six (6) were tutees. The findings of this study may help educators gain insight on how to foster mathematics proficiency through Peer Tutoring and build a Community of Practice that provides a venue for learners to achieve cognitive and behavioral development. A qualitative study of in-depth interviews, focus group discussions, observations, and journaling helped depict the participants’ experiences implementing the Mathematics Peer Tutoring Program. Creswell’s Six-Step Procedure of Qualitative Data Analysis was used to generate the themes, namely: Employment of Pre-Assessment Strategies; Development of Mathematical Proficiency; Selection of Conducive Learning Environment; Provision of Motivation for Better Learning Engagement; Strengthening Learning through Corroboration and Collaboration; Test to Test; Proof of Good Conduct; Behavioral Disengagement; The Ripple Effect of Behaviors to Peers; Behavioral Maturation; Stumbling Blocks to Conquer; Strive Against the Odds; and Unwrapping Challenge as Takeaways. The three generated themes to discuss the practices, characteristics, and difficulties: Creating a Community of Learners that Practice Learning Competence; The Impact of Behavior on Academic. Success; and Prevailing over Difficulties. This study revealed that students who engaged in group learning activities such as peer tutoring had a greater understanding of mathematics principles and skills. The findings also showed that the morale and commitment of students were developed, and students became open to developing solutions when confronted with adversity in the program.

Keywords: Peer-Tutoring, Case Study, Mathematics Peer Tutoring Program, Community of Practice.

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