Abstract
The present study aims to identify the implementation of a peer-tutor method and self-efficacy towards the students’ mathematics learning outcomes. This experimental study involved two classes (each consisting of 35 students) as the research sample, which were extracted by a simple random sampling technique. Moreover, the data were analyzed by descriptive analysis, two-way ANOVA, and Tukey test. The study involved variables as follows: the peer tutor method was the experiment variable, the lecture method was the control variable, and the moderator variable was the self-efficacy indicator that was analyzed using instruments of learning outcomes test and questionnaire. The results reveal that: a) the learning outcomes of experiment class (peer tutor method) is higher than control class (lecture method); b) there is an interaction between the learning method and self-efficacy towards the learning outcomes; c) students with higher self-efficacy have higher learning results when taught by peer-tutor method compared to those who were taught by lecture method; d) for those with lower self-efficacy, both peer-tutor and lecture method generate similar learning results; e) for subjects like mathematics, peer-tutor method is suggested.
Highlights
The advancement in science and ICT has embedded human beings the ease of access to everyday chores; such a development has assisted the life of students worldwide
Four groups were classified: a) students with high self-efficacy who learn by peer-tutor method; b) students with high self-efficacy who learn by lecture method; c) students with low self-efficacy who learn by peer-tutor method; and d) students with low self-efficacy who learn by lecture method
The hypotheses are a) the class that implements peer-tutor method results in higher learning outcomes compared to those that implements lecture method; 2) there is an interaction between learning method and selfefficacy; 3) for students with high self-efficacy, implementation of peer-tutor method results in higher learning outcomes compared to the lecture method
Summary
The advancement in science and ICT has embedded human beings the ease of access to everyday chores; such a development has assisted the life of students worldwide. A sense of emotional bond is lost during online learning, as the teachers and the students cannot meet and interact with each other. This emotional sense is irreplaceable in a virtual communication where all participants are separated by a screen. The learning process still requires an intense and adaptive interpersonal interaction between teachers and students (Konrad & Gabrijelcic, 2014). In this regard, this kind of interaction is needed in a mathematics subject since students are expected to finish a mathematics problem, and one of the effective methods to do so is to discuss/cooperate with their peers. With peers acting as tutors, the teachers are free from overburden and are free to supervise the learning process
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