This study aimed in determining the effect of peer teaching to the mathematical performance of Grade 5 Pupils of San Juan Elementary School. Two strategies were executed by the researchers in order analyze the performance of 40 pupils. For the direct teaching, the teacher delivered the topic on ?Finding the Area of the Triangle and Parallelogram? with proper procedure ? from motivation to evaluation. For the peer teaching, the abstraction part of the lesson was executed through peer teaching with assigned leaders who assist their classmates in understanding the topic. The result of evaluation was documented. Using direct teaching, the 40 pupils obtained a mean of 2.15 and sd 1.66 in a 5-item quiz. On the other hand, peer teaching generated a mean of 3.55 and sd 1.38. Lower coefficient of variation was observed in the result of peer teaching (0.39) than the result of direct teaching (0.77), showing that peer teaching generated a less varied scores than direct teaching. Using t-test for independent samples, assuming equal variances, the t-computed was -4.11 while the t-critical was 1.99. These values showed that peer teaching has significant effect to the mathematical performance of the pupils. The conclusion is supported by the p-value 0.00. Based on the result of this study, recommendations to Mathematics teachers, school heads, district supervisors and future researchers were given at the end of the study. Promotion of peer teaching should be one of the foci of educators so as to improve mathematical performance of pupils. The teacher-researchers reflected also on the importance of involving the learners on the process of teaching-learning as they themselves are the center and not the teachers.

mathematics

peer teaching

academic performance