Abstract

Mathematics is more than finding the correct answer; it involves critical thinking, logical reasoning, and confidently explaining solutions. This study examined the potential of peer-assisted learning to enhance mathematical problem-solving and reasoning skills among Grade 10 students in the Schools Division of Nueva Vizcaya, Philippines. Using a quantitative pretest–posttest research design, the study proposed structured peer tutoring, collaborative problem-solving, reciprocal explanations, and guided mathematical discussions to strengthen learners’ competencies. A hypothetical dataset involving 40 students demonstrated an increase in mathematical problem-solving scores from 58.50 to 84.25 and reasoning scores from 1.98 to 3.44. The paired-samples t-tests indicated statistically significant improvements in both competencies (p < .001), suggesting the potential educational value of collaborative learning. However, these results do not establish actual intervention effectiveness. The study emphasizes how meaningful peer interactions may help learners overcome mathematical difficulties, build confidence, communicate solutions, and transition toward independent problem-solving. It recommends integrating structured peer-assisted activities, formative assessments, and reflective discussions into Grade 10 mathematics instruction. Further empirical research involving comparison groups and diverse learners is necessary to validate these projected outcomes and establish sustainable, evidence-based strategies for improving mathematical competence in secondary education.