Authors :
Leonard Kwame Edekor; Augustine Adatorworvor
Volume/Issue :
Volume 8 - 2023, Issue 1 - January
Google Scholar :
https://bit.ly/3IIfn9N
Scribd :
https://bit.ly/3HZFBrg
DOI :
https://doi.org/10.5281/zenodo.7606618
Abstract :
The impact of the peer mentoring instructional
technique on students' mathematics achievement in senior
high schools in the Ho municipality of Ghana was
investigated in this study. To direct the investigation, two
research aims and two hypotheses were developed. A quasiexperimental research approach was adopted for the
investigation. One hundred fifty-nine (159) Senior High
School two (2) mathematics students from two Senior High
Schools in the Ho Municipality of the Volta Region of
Ghana made up the study's sample. The Mathematics
Students Achievement Test was the tool used to collect data
(MSAT). The instrument underwent two rounds of expert
validation, and a Pearson Product Moment Correlation
reliability index of 0.85 was established. While employing
Analysis of Covariance (ANCOVA) to test the null
hypothesis, the acquired data were analyzed using adjusted
mean and standard deviation to address the objectives. The
results showed that students exposed to the peer mentoring
instructional technique did much better than those exposed
to the speak and chalk style of teaching, and their scores
were higher. The interaction test revealed that there was no
discernible interaction between gender and teaching
strategy on the average student performance. The study
came to the conclusion that the instructional style of peer
mentorship is an effective way to teach mathematics. The
study advised, among other things, that since the speak and
chalk style of teaching was proven to be less effective and
decreased students' achievement in mathematics, peer
mentorship should be used as an educational strategy.
However, math professors should accept it as one of their
teaching methods while using it in the classroom.
Keywords :
Peer Mentoring, Instructional Strategy, Mathematics Achievement
The impact of the peer mentoring instructional
technique on students' mathematics achievement in senior
high schools in the Ho municipality of Ghana was
investigated in this study. To direct the investigation, two
research aims and two hypotheses were developed. A quasiexperimental research approach was adopted for the
investigation. One hundred fifty-nine (159) Senior High
School two (2) mathematics students from two Senior High
Schools in the Ho Municipality of the Volta Region of
Ghana made up the study's sample. The Mathematics
Students Achievement Test was the tool used to collect data
(MSAT). The instrument underwent two rounds of expert
validation, and a Pearson Product Moment Correlation
reliability index of 0.85 was established. While employing
Analysis of Covariance (ANCOVA) to test the null
hypothesis, the acquired data were analyzed using adjusted
mean and standard deviation to address the objectives. The
results showed that students exposed to the peer mentoring
instructional technique did much better than those exposed
to the speak and chalk style of teaching, and their scores
were higher. The interaction test revealed that there was no
discernible interaction between gender and teaching
strategy on the average student performance. The study
came to the conclusion that the instructional style of peer
mentorship is an effective way to teach mathematics. The
study advised, among other things, that since the speak and
chalk style of teaching was proven to be less effective and
decreased students' achievement in mathematics, peer
mentorship should be used as an educational strategy.
However, math professors should accept it as one of their
teaching methods while using it in the classroom.
Keywords :
Peer Mentoring, Instructional Strategy, Mathematics Achievement
