Reciprocal Peer Tutoring Strategy on Students’ Anxiety, Self-Efficacy, and Mathematics Performance
DOI:
https://doi.org/10.12928/ijeme.v8i1.28393Keywords:
General Mathematics, K to 12 Curriculum, Senior High SchoolAbstract
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.
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