The study focused on effects of peer assessment strategy on students’
attitude and achievement in Mathematics in senior secondary schools in Jos,
Plateau State, Nigeria. The study was guided by four objectives and four
Research Questions. The study adopted the non-equivalent control group
quasi-experimental research design. The target population of this study was
2,786 SSS 1 students. 120 students were used as sample for the study. Simple
random sampling technique was used in selecting the sample for the study.
The data were collected using Mathematic Achievement Test (MAT) and
Mathematics Attitude Scale Questionnaire (MASQ). The validity of the two
instruments was established using two experts, one from mathematics unit of
the Department of science and technology education and one from Research,
measurement and evaluation of the Department of Educational Foundationsall of the university of Jos. Reliability
coefficients of 0.93 and 0.85 were obtained for the (MAT) and (MASQ)
respectively. The data collected were analysed using descriptive and
inferential statistics. The research questions were answered using mean and
standard deviation while the hypotheses were tested using Analysis of
Covariance (ANCOVA) at 0.05 level of significance.The findings showed that, peer assessment
strategy had significant effect on the attitude and achievement of students
in Mathematics. A significant difference exists in the achievement mean
scores of students exposed to peer assessment strategy and those not exposed
to it. Significant difference also exists in the attitude mean scores of
students exposed to peer assessment strategy and those not exposed to
it.It was recommended among others
that peer assessment strategy should be incorporated into the teaching and
learning of mathematics at the senior secondary school level since it stimulates
students to effectively learn and retain the concepts presented to them.
Mathematics
as a core subject in the Nigerian educational system is offered by all students
up to tertiary levels of education among science and technology
subjects/courses (Santrock & Bashir (2022). The
compulsory nature of Mathematics carries with it an assumption that all members
of the society should have knowledge of the subject. In the contemporary Nigeria, subsequent to the nation’s
endorsement of international protocols for Education for All (EFA); the
Millennium Development Goals (MDGs) and the adoption of a National Economic
Empowerment and Development Strategies (NEEDS). Adeojo
(2012) assert that greater emphasis is now being placed on industrial and
technological development. Consequently, students are being encouraged to take
up science and technology related disciplines like Mathematics.
Mathematics is a pillar of almost all the
streams in academic sectors. It forms the backbone of various scientific
disciplines, serving as the language of physics, chemistry, engineering, and
more (Adeyemi, 2012). It provides the necessary
framework for understanding and advancing theories in these domains.
Mathematics embodies both a conceptual framework for understanding the universe
and a practical tool for solving problems and advancing knowledge (Iqbal 2019).
Its significance lies not only in its applications across various disciplines
but also in its capacity to stimulate curiosity, foster critical thinking, and
reveal the inherent beauty and order in the world around us. Given the
important role mathematics plays in education sectors and most careers, it is
not only beneficial but also essential to establish the teaching strategy that
facilitates achievement in mathematics (Hart 2013).
Achievement in mathematics is directly
related to knowledge acquired in the cause of instruction. Learners must gain
knowledge during teaching /learning process for them to achieve maximally in
mathematics (Alade & Moyosore,
2014). Achievement in mathematics varies from one student to another. It however
has no regard for gender (Iyang2011). Despite
the importance and emphasis placed on Mathematics learning, the rapid decline in
the performance of students in Mathematics at the secondary school and in the
number of applicants wishing to study Mathematics or pursue science-related
courses at tertiary level of education in Nigeria is highly disturbing. Accordingto the WAEC chief examiner’s report and NECO chief
examiner’s report from 2022-2023, revealed that students have a negative
attitude towards learning of mathematics which is responsible for the massive
failure in the subject, The statistics revealed that 53% failure in 2020, 57%
in 2021, and 48% failure in 2022. This trend has caught the attention of
government, school administrators, and planners over the consistent failure and
frightful performance of students yearly in examinations such as West African
Senior Secondary School Certificate Examination (WASSCE), National Examination
Council (NECO) and National Business & Technical Examination Board
(NABTEB).
This
poor attitude of students as well as the performance of students in mathematics
is further worsened by gender imbalance leading to the problem which now
constitutes a major research focus across the globe (Adeojo
2011 & Furo, 2015). It has also been noticed
that assessment and mode of assessment in some of the secondary schools in
Nigeria seem to be teacher centered approaches which might not give the
students the opportunity to be creative and independent in solving mathematical
problems and assess one another in terms of their strengths and weaknesses Alegre, Moliner, Maroto &Valentine,2019)Teacher-centered approach may
appear to have contributed to poor results in public examinations such as the
West African Examination Council (WAEC) and the National Examination Council
(NECO) because some of the students hardly see each other’s marked work which
would have helped them to learn from and support each other in Mathematics (Campbel (2016))
The need for improved
achievement in Mathematics has driven teachers and researchers to seek
appropriate instructional and assessment strategies. These strategies are those
that actively involve students and provide students with the opportunity to use
the feedback to improve learning as well allow students to develop the required
attitude towards Mathematics (Cambel, 2016). Traditionally, students are seen as passive receivers of
information in the classroom who are expected to provide samples of their
knowledge in teacher-made tests. Teachers act as personnel who give out
instructions and evaluate students’ success. From the poststructuralist point of
view, Klein and koroghlanian (2014) notes that
“marking with tick and cross” as one of the discursive practices in Mathematics
learning may limit students’ thinking when answering questions. More recently however, alternative ways of assessment are
being tried and one of such is “Peer-Assessment Strategy” which is regarded as the need for pupils to be able to assess themselves and
understand how to improve.
Peer-Assessment
Strategy according to Dk, Umar, shagrill
and Sajali (2018) is the process whereby students
grade assignments or tests, of their mates or peers based on a teacher’s
benchmarks are assess. Peer
Assessment is used to describe the process undertaken by students to assess the
performance/contribution of themselves and their peer group, in relation to a
group task (Adeojo 2019, & cobbinah,
2020). It is an assessment method in which
students score quantitatively or comment qualitatively on their peers’
performance in an educational setting. It differs from traditional assessment
mainly in terms of the degree of student involvement and interaction. The peer
assessment is more of students centered than the conventional traditional ones.
Cobbinah(2018)), see peer assessment as
a peer
moderated marking of students’ work based on sets of success criteria from the
teacher. Peer-Assessment Strategy may help
encourage deep learning by students; helps develop clearer assessment criteria,
and is a good way to generate timely feed-back (Chili-Yungku
2012). The implication of this is that Peer Assessment Strategy may lead to
high achievement in the students’ performance in subjects like Mathematics. Peer assessment when
used may complement examination-oriented methods and serve to facilitate the
development of Mathematical proficiency; allow students to participate actively
in each part of the assessment process and provides more opportunities for
students to think, explain and to argue on Mathematics and provide more
meaningful feedback for students(Anchor
& Ukwuru, 2014 & Adediwura,
2012).. The students’ grading can be more accurate as a result of
Peer-Assessment Strategy. If the students look at how other students grade
them, it may help them to have more information on the contents of the subject,
which could improve their performance in other tests on the subject. A common challenge in the teaching and learning of
Mathematics is that students tend to hide their mistakes or avoid making
mistakes by giving up without trying. After experiencing peer assessment, Adediwura (2012) reported that Mathematics students were no
longer ashamed of their mistakes but instead regarded identifying mistakes by
their peers as an opportunity to learn. Iqbal (2019) further reported that
students were more active to ask for help and more confident to express their
opinions and that students now felt that peer assessment allows them to
understand the importance of helping each other’s learning. Through assuming
the role of an assessor in peer assessment, students may be more aware of the
learning goals, assessment criteria, strategies and evaluation of the tasks. In
introducing Peer Assessment, the teacher would ensure that students become
aware of the benefits for them because they need to see the value for
themselves rather than the gains for their teachers. So it is important to
introduce peer assessment to improve learning in Mathematics and to develop new
skills and attitude to solve Mathematical problems.
Learning
mathematics does not only involve thinking and reasoning alone but it is
dependent on the attitudes of the learners towards learning and mathematics. Adeojo (2019)stated that
attitudes consist of cognitive, affective and behavioral reactions that
individuals display towards an object or the surrounding based on their
feelings or interest.
The
cognitive component of attitude is what the individual thinks or believes about
mathematics (Ibrahim 2022). The affective component of attitude is the feeling
or emotions of the individual associated with learning mathematics (Adeojo 2012, Klein (2014) klein, & Koroghlanian, 2014).
Thus, the affective component is the source driving the engagement of students
towards mathematics. The behavioural aspect of
attitude is the tendency to respond in a certain way towards learning mathematic
(Adeyemi, 2012). The learner’s attitude towards mathematics
determines the level of engagement, the willingness to learn, the choice of
action and response to challenges, the interest and personal effort without
which one can hardly perform. Attitude as a major factor affecting learning
processes, may be implicit hence has not attracted enough attention from all
stakeholders in education and therefore, it is important to consider the fact
that learners can mainly contribute to their learning outcomes as a result of their
beliefs and perceptions about the subject matter
The role of students’ gender in achievement
cannot be over looked. According to Adediwura (2012),
Karadag, Agrirtas & Pulur, (2018),the issue of
gender has remained an important issue and it is very relevant in education
because it has been linked to achievement and participation in certain
profession.
Few Studies have been carried out on effect
of peer assessment on students’ attitude and achievement. For example: Double,
McGrane, Joshua and Therese (2020), carried out a study on the impact of peer
assessment on academic performance: A meta-analysis of control group studies and found that students who participated in peer assessment
scored higher on academic tasks compared to students who did not participate in
peer assessment. Karadağ, Ağirtaş and Pulur (2018), investigated
the effects of Peer Education on Attitudes of Secondary School Students towards
the Course of Physical Education and Sports. The
results of the study showed that the students who participated in peer
assessment had significantly higher levels of positive attitudes towards
physical education and sports courses compared to the students who did not
participate.
Adediwura
(2012), examined the effect of Peer and Self-Assessment on Male and Female
Students’ Self-Efficacy and Self-Autonomy in the Learning of Mathematics. The results of the study indicated
that both peer and self-assessment had a positive impact on students'
self-efficacy and self-autonomy in the learning of mathematics. The study did
not find any significant gender differences in the self-assessment group. Iqbal (2019)investigated
the Assessment of Male and Female students Attitude towards Mathematics in
selected Public and Private Schools in Eti-Osa,
Lagos. The study assessed the mathematics
learning attitude of senior secondary students towards mathematics in Eti-osa educational district of Lagos state and found that
students’ attitude was not affected based on gender. Ibrahim (2022),
explored the effects of peer-assessment strategy on students’ academic
achievement in mathematics in senior secondary schools of Nasarawa Local
Government Area, Kano State and found that peer assessment strategy improves
the achievement of students more than conventional
method. The study concludes that peer assessment can be an effective strategy
for improving academic achievement in mathematics among senior secondary school
students in Nigeria.Abdelkari and Abuiyada
(2016), investigated the Effect of Peer Teaching on Academic Achievement
of the Undergraduate Students in Oman. Findings showed that peer assessment
improves the mathematics achievement of students’ more than conventional
method. This suggests that peer teaching can be an effective teaching method
for improving academic achievement in mathematics among undergraduate students.
The foregoing shows that no study has been carried out on effect of peer
assessment strategy on secondary school students’ attitude and achievement in
mathematics and thence the need for a study to fill the gap. This study therefore seeks to
examine the effects of peer assessment strategy on senior secondary students’
attitude and achievement in mathematics in Jos metropolis, Plateau state.
Specifically,
the study sets out to achieve the following objectives:
1.To examine the pretest and posttest
mathematics achievement mean scores of students between the experimental and
control group in Jos north L.G.A of Plateau State.
2.To determine the pretest and
posttest mathematics attitude mean scores of senior SS1 students between the
experimental and control group in Jos north L.G.A of Plateau State.
3.To
determine the posttest mathematics achievement
mean scores of students based on gender.
4.To
examine the posttest mathematics attitude
mean scores of male and female students in Jos north L.G.A of Plateau State.
The following research questions guided
the study:
1.What is the difference
between the Mathematics achievement mean scores of senior secondary school
students exposed to Peer Assessment Strategy and those not exposed to it in Jos
Metropolis, Plateau State?
3.What is the difference
between the Mathematics achievement mean scores of male and female
senior secondary school students exposed to Peer Assessment Strategy in Jos Metropolis, Plateau State?
4.What is the difference
between the attitude mean scores of male and female senior secondary school
students exposed to Peer Assessment Strategy in Jos Metropolis, Plateau State?
The
following null hypotheses are formulated and at 0.05 level of significance:
4.There is no significant difference
between the attitude mean scores of male and female students exposed to Peer
Assessment Strategy.
METHOD
This study
adopted the Non-equivalent control group quasi-experimental design.
Quasi-experimental design like a true experiment, aims to establish a
cause-and-effect relationship between an independent and dependent variable.
However, unlike a true experiment, it does not rely on random assignment.
Instead, subjects are assigned to groups based on non-random criteria.
A simple
random sampling technique was used to select the two schools from the 22
(twenty-two) public secondary schools in Jos Metropolis, Plateau state. This
sampling method was used because it gives equal chance to all the elements.
One intact class in each school was used for
experimental group having 59 students (28 male and 31 female students) and
another intact class in a different school for control group having 61 students
(29 male and 32 female students). Public secondary schools in Jos Metropolis were
used. This is because they tend to have more harmonized program which is
uniformly coordinated.
The research
instruments that were used for this study were the Mathematics Achievement Test
(MAT) and Mathematics attitude scale questionnaire (MASQ).
To ensure
that the MAT and MASQ instruments for this study are valid, the contents were
subjected to scrutiny.
To ensure the
stability of the test instrument (MAT) and attitude scale (MASQ), the two instruments
were trial tested and were found to be reliable. Reliability coefficients of
0.93 and 0.85 were obtained for the MAT and MASQ respectively using the
Pearson’s correlation coefficient.
Mean and
standard deviation was used to answer the research question while ANCOVA was
used to test the hypotheses at 0.05 level of significance.
RESULTS
Research Question One
What is the
difference between the Mathematics achievement mean scores of senior secondary
school students exposed to Peer Assessment Strategy and those not exposed to it
in Jos Metropolis secondary school, Plateau State?
Table 1-
reveals the pre-test and post-test achievement mean score of students in the
experimental and control groups. From the result, students who were exposed to
peer assessment had a post-test mean score (= 73.88) higher
than the pre-test mean score (=41.46) with a mean gain of 32.42, indicating that there
was improvement in the achievement of students after treatment. Also, for the
students who were not exposed to peer’ assessment, the mean score was 30.87 and
a standard deviation of 8.08 at the pre-test. However, in the post-test the
mean score of students rose to 41.41 with a standard deviation of 8.90. The results
showed that students in the experimental group had a higher mean score of
(73.88) after treatment using peer assessment than those in the control group
(41.41) who were not given treatment with a mean difference of 21.88. This
implies that peer assessment improves mathematics students’ achievement more
than conventional method.
Research Question Two
What is the difference between the attitude
rating mean scores of senior secondary school students exposed to peer
assessment strategy and those not exposed to it in Jos Metropolis, Plateau
state?
Table 2 -
reveals the pre-test and post-test attitude mean scores of students in the
experimental and control groups. From the result, students who were exposed to
peer assessment had a post-test attitude mean score (= 59.39) higher
than the pre-test mean score (=26.41) with a mean gain of 32.98, indicating that there
was an improvement in the attitude mean scores of students towards Mathematics
after treatment. Also, for the students who were not exposed to peer’
assessment, their mean score was 24.61 and a standard deviation of 5.72 at the
pre-test. However, in the posttest the mean score of students rose to 29.31
with a standard deviation of 10.81. This indicates that students in
experimental group had a higher attitude mean score (59.39) after treatment
using peer assessment technique than those in the control group (32.98) who
were not given treatment with a mean difference of 28.31. The result indicates
a mean difference between the experimental and control group of 28.31 in favour of the experimental group. This implies that peer
assessment improves the achievement of students in mathematics more than
conventional method.
Research Question Three
What is the difference between the mathematics
achievement mean scores of male and female senior secondary school students
exposed to peer assessment in Jos Metropolis secondary school, Plateau state?
Table 3- shows the result of post-test
achievement mean scores of male and female students in the experimental group
in Mathematics. The mean
scores for male yielded (= 74.75) and female (= 73.10) with a mean
difference of 1.65. This implies that female students performed better than
male students.
Research Question Four
What is the difference between the mathematics
attitude rating mean scores of male and female senior secondary school students
exposed to peer assessment strategy in Jos Metropolis secondary school, Plateau
State?
Table 4 - shows the result of post-test
attitude mean scores of male and female students in the experimental group in Mathematics. The mean scores
for male yielded (= 58.29) and female (= 60.39) with a mean
difference of 2.1. This implies that female students developed positive attitude
towards mathematics than males after exposing the two groups to the same
treatment.
Hypothesis One:
There is no significant difference between the
mathematics achievements mean scores of senior secondary school students
exposed to peer assessment strategy and those not exposed to it.
Analysis
of Covariance (ANCOVA) results for this hypothesis are presented in Table 5.
The results show statistical significance between the adjusted mean scores in
posttest achievement (p < 0.05). The results further show that 64.5 percent
of the variation in the dependent variable which is achievement is explained by
variation in the treatment, while the remaining 35.5% is due to other factors
not included in this study. It is therefore, concluded from Table 5 that there
is a significant mean difference between the achievement of students in the
experimental and those in the control group.
Hypothesis Two:
There is no significant difference between the
mathematics attitude rating mean scores of students exposed to peer assessment
strategy and those not exposed to it.
The Analysis of Covariance (ANCOVA) results
for this hypothesis are presented in Table 6. The results show statistical
significance between the adjusted mean scores in posttest achievement (p <
0.05), since the p - value of 0.000 is less than 0.05 level of significance,
the null hypothesis was rejected, indicating that there was a significant
effect of peer assessment on students’ attitude towards Mathematics. The result
further reveals an adjusted R squared value of .638 which means that 63.8
percent of the variation in the dependent variable which is attitude is
explained by variation in the treatment, while the remaining 36.2% is due to
other factors not included in this study. Hence, we can say that peer
assessment can help change students’ attitude towards Mathematics.
Hypothesis Three:
There is no significant difference between the
achievement mean scores of male and female students exposed to peer assessment
strategy.
The Analysis of Covariance (ANCOVA) results
for this hypothesis are presented in Table 7. The results show no statistical
significance between the adjusted mean scores in posttest achievement (p >
0.05). The main effect of male yielded (= 74.75; SD = 10.87) and female (= 73.10; SD = 14.27); F 1, 56 = .174, P >
0.05, since the p-value of .678 is greater than the 0.05 level of significance,
the null hypothesis was retained. This indicates that the achievement of male
students in Mathematics do not significantly differ from those of female
students. It means that students’ achievement in Mathematics is not affected by
gender.
Hypothesis Four:
There is no significant difference between the
attitude rating mean scores of male and female students exposed to peer
assessment strategy.
The Analysis of Covariance (ANCOVA) results
for this hypothesis are presented in Table 8. The results show no statistical
significance between the adjusted mean scores in posttest achievement (p >
0.05). The data were subjected to analysis of covariance (ANCOVA) having male
and female students exposed to peer’ assessment. The main effect of male
yielded (= 58.29; SD = 12.89) and female (= 60.39; SD = 8.49); F (1, 56) = .616, P >
0.05, since the p-value of .436 is greater than the 0.05 level of significance,
the null hypothesis was retained. This indicates that the attitude of male
students towards Mathematics do not significantly differ from those of female
students. It means that students’ attitude towards Mathematics is not affected
by gender.
DISCUSSION OF FINDINGS
Findings
from research question one revealed that students that were exposed to peer
assessment strategy improved better than those that were not exposed to it in
Mathematics Achievement Test. The result of hypothesis
one showed that there is a significant difference between the Mathematics
achievement mean scores of senior secondary school students exposed to
Peer-Assessment Strategy and those not exposed to it in Jos metropolis, Plateau
state, Nigeria. This finding is in agreement with the
findings by Double, McGrane, Joshua, Hopfenbeck and Therese (2020), who found that students that
were exposed to peer assessment achieve higher than those that were not exposed
to it. The implication of this is that peer-assessment
is effective and efficient in ensuring the development of the desired
knowledge, skill and capabilities required in students.
Findings
from research question two revealed that students who were exposed to peer
assessment strategy had higher levels of positive attitudes towards mathematics
than those that were not exposed to it. The result of
hypothesis two revealed that there is a significant difference between the
attitude rating mean scores of senior secondary school students exposed to
Peer-Assessment Strategy and those not exposed to it in Jos metropolis, Plateau
state, Nigeria. This finding is in agreement with the
findings by Karadag, Agirtas
and Pulur (2018) who found that students who were
exposed to peer’ assessment had higher levels of positive attitudes towards
physical education and sport courses than those that were not exposed to it.
This showed
that students introduced to peer assessment will not only excel in their
academic achievements but also develop a positive attitude towards that
subject.
Findings
from research question three revealed that there was no difference in achievement
between male and female students that were exposed to peer assessment strategy.
The result of hypothesis three also showed
that there is no significant gender difference between the Mathematics
achievements mean scores of male and female senior secondary school students
exposed to Peer-Assessment Strategy in Jos metropolis, Plateau state, Nigeria. This finding is in agreement with the findings by Adediwura (2012), who found no gender difference in the
implementation of peer assessment programs of both male and female students
exposed to peer assessment strategy.
The
implication is that peer assessment had no gender bias in terms of improving
students’ academic achievement.
Findings from research question four revealed
that there was no difference in attitude between male and female students that
were exposed to peer assessment strategy. The result of
hypothesis four concluded that there is no significant gender difference between
the attitude rating mean scores of senior secondary
school students exposed to Peer-Assessment Strategy in Jos metropolis, Plateau
state, Nigeria. This finding is in agreement with the
findings by Iqbal (2019)who revealed that there were no
significant differences in the learning attitudes of private and public senior
secondary school students and male and female senior secondary school students
towards the learning of mathematics in Eti-osa
educational district of Lagos State. The implication of this finding is that both
genders should be given equal opportunity to do their best.
CONCLUSION
Peer assessment strategy has been found to have a positive impact on both
students’ attitudes and achievement in this study.
In terms of student’s attitudes, peer assessment has been shown to
improve students’ self-regulation, self-reflection, and self-evaluation skills.
This is because peer assessment requires students to evaluate their own work
and the work of others, which can help them develop a deeper understanding of
the assessment criteria and their own learning. Additionally, peer assessment
can improve students’ motivation and engagement in learning, as it provides
them with opportunities to receive feedback from their peers and to collaborate
with them.
Regarding student achievement, peer assessment has been found to have a
positive effect on learning outcomes.This study has shown that students who engage in peer assessment tend to
achieve higher grades than those who do not. This is because peer assessment
provides students with more opportunities to practice and apply their knowledge
and skills, and it allows them to receive feedback on their work from multiple
sources, which can help them identify areas for improvement.
Despite some
challenges, this study suggests that peer assessment can be a valuable tool for
promoting positive student attitudes and improving learning outcomes.
RECOMMENDATIONS
In the light of the findings from this study, the following
recommendations were made:
1.Teachers should incorporate peer assessment
strategy into their teaching and learning of mathematics so as to improve
students’ performance.
2.Schools should provide professional
development opportunities for teachers to learn about peer assessment and how to
effectively incorporate it into their teaching practices.
3.Further research should be conducted to
explore the long-term effects of peer assessment on students’ attitude and
achievement in mathematics’
4.Teachers should provide clear guidelines and
criteria for peer assessment to ensure its effectiveness and fairness.
5.Students should be given opportunities to
reflect on their own work and the work of their peers during peer assessment to
enhance their learning and self-awareness.
6.Peer assessment can be extended beyond the
classroom to promote social and emotional learning, which can have a positive
impact on students’ overall development.
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