RUAHA CATHOLIC UNIVERSITY

This study explored the influence of the peer teaching method on students’ performance in statistics in public secondary schools in the Iringa Municipality. The study adopted a qualitative research approach and used a case study design. A sample of 32 participants was purposively selected, including four heads of schools, four mathematics teachers, and 24 Form Four students from four public secondary schools. Data were collected through face-to-face interviews and focus group discussions (FGDs), and analyzed using thematic analysis. The findings revealed that peer teaching enhances students' selfassessment, increases classroom engagement and participation, boosts self-confidence, and improves knowledge retention. The study concludes that peer teaching is a valuable instructional strategy for improving academic achievement and promoting a deeper understanding of statistical concepts. Based on these findings, it is recommended that teachers play an active role in monitoring and guiding peer teaching sessions. Additionally, teachers should establish structured peer teaching programs—such as subject clubs and group discussions—and provide sufficient teaching and learning materials to support this method in public secondary schools.

peer teaching method, public secondary schools, statistics, students’ achievement