Reciprocal Peer Tutoring Strategy on Students’ Anxiety, Self-Efficacy, and Mathematics Performance
Year: 2024
Type: article
Abstract: The study aimed to investigate the effectiveness of Reciprocal Peer Tutoring (RPT) in reducing mathematics anxiety and improving self-efficacy to advance the mathematics performance of senior high school students in a General Mathematics course. The researcher employed the quasi-experimental design, specifically the Pretest 1, Pretest 2 – Posttest design. Two groups were randomly assigned: the conventional teaching strategy (CTS) group (control) and the reciprocal peer tutoring (RPT) group (experimental). The mathematics anxiety and self-efficacy were measured using an adapted instrument. Mathematics performance was measured using the General Mathematics Achievement Test (GMAT), a researcher-made test. The significant findings of the study reveal that the mathematics anxiety of the experimental group is significantly lower than that of the control group. Further, the prediction model indicated that mathematics anxiety significantly predicts mathematics performance. Unfortunately, it is found that RPT is not effective in improving self-efficacy. Several probable reasons were identified.
Institutions: Partido State University, Ateneo de Naga University
Language: English
Subfield: Applied Mathematics
Field: Mathematics
Domain: Physical Sciences
Open Access status: diamond
OpenAlex ID: W4409877342