Peer tutoring, as an effective teaching support strategy, is mainly applied to middle school students in the field of physics, and the methods for evaluating its application effects are relatively singular. There is a lack of systematic implementation guidance for its application in domestic physics teaching. This study aims to explore the impact of the seven golden rules structured peer tutoring on the college physics class of undergraduates and evaluate it from multiple angles, including learning attitude, conceptual surveys, and course examination scores. By comparing the data of the experimental group and the control group under the preand post-test experimental design, it is found that structured peer tutoring can not only improve students' conceptual understanding ability but also help solve complex physics problems, thereby improving academic performance. This study verifies the effectiveness of structured peer tutoring for college physics from multiple angles and provides a case forin-depth research on the application of peer tutoring in physics education.