Abstract
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 Foundations all 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.
Published Version
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