This study aims to identify the effects of peer-mediated instruction strategy on improving basic mathematics skills among female students with learning disabilities. The sample consisted of 24 female students with learning disabilities in mathematics. The sample enrolled in the resource room program in Second Primary School and Thirty-Seventh Primary School at Najran in the Kingdom of Saudi Arabia. One of the two schools was randomly selected an experimental group, while the other as control group. To achieve the objectives of the study, mathematics achievement test was developed and applied for the two the groups as pretest and posttest. The students in the experimental group received their teaching through the use of peer-mediated instruction for five weeks, whereas the students in the control group received their teaching at the same period by the conventional way .On the one hand, the results revealed that there were statistically significant differences between the two groups’ performance on the post-mathematics test, favoring to the experimental group. On the other hand, there were no statistically significant differences between the two groups’ performance due to the grade.
Peer-mediated tutoring Mathematics skills Learning disabilities