This research intends to measure the Grade 7 students' technical skills in measurement and calculation using a peer-assisted learning strategy based on the learning styles. Specifically, it sought to determine the level of the student's learning styles and use peer-assisted learning strategies in teaching measurement and calculation. The student's technical skills will also be identified before and after using peer-assisted learning strategies and groups according to the learning styles. Also, the significant difference in the students' technical skills using peer-assisted learning strategies on their learning styles and the considerable effect of peer-assisted learning strategies on the students' technical skills as a group according to their learning styles were evaluated. The researcher employed a quantitative research design, particularly the correlational method. The respondents were 90 Grade 7 students who were purposively chosen. The research locale was Binahaan Integrated School at Pagbilao, Quezon. The researcher used a standardized questionnaire adapted from B.J.U. Press by De Haven (2021) to determine the student's learning style profiles and developed a self-made questionnaire, a pre-test, and a post-test questionnaire as the primary research instruments used to gather data. The mean and standard deviation, paired T-test, and regression statistical tools were used. The findings revealed students' great extent of learning styles in terms of auditory, interpersonal, verbal, and visual. The use of peer-assisted learning strategies in teaching mensuration and calculation based on the student's learning styles in terms of the jigsaw method, peer demonstration, peer-led- discussion, peer tutoring, and think-pair-share were to a very great extent, too. The student's technical skills were very satisfactory before and after using peer-assisted learning strategies according to their learning styles in comprehension, critical thinking, problem-solving, and spatial visualization. It was found that there was a significant difference in the student's technical skills using peer-assisted learning strategies as a group according to their learning styles, and lastly, it was found that peer-assisted learning strategies. The jigsaw method significantly affected the students' critical thinking strategies but had no significant effect on the student skills group according to their learning styles. Based on the findings, it was concluded that there was a significant difference in student technical skills using peer-assisted learning strategies as a group according to their learning styles; therefore, the first null hypothesis was rejected. Furthermore, peer-assisted learning strategies in terms of the jigsaw method only showed a significant effect on the student's technical skills in terms of critical thinking, while other indicators did not affect students' technical skills as a group according to their learning styles; therefore, the second null hypothesis was accepted. The researcher recommends the utilization of peer-assisted learning strategies as an alternative strategy to teach measurement and calculation. Teachers must teach the subject as it motivates and increases students' technical skills.