Effect of peer tutoring strategy on mathematics achievement of 9th graders in relation to mathematics self concept and anxiety

Abstract

The study aimed to examine the effect of peer tutoring strategy on mathematics achievement of 9th graders in relation to mathematics self- concept and anxiety. The study is experimental in nature, conducted on 200 students studying in CBSE schools using two groups Pre-test Post-test design. The Mathematics Achievement Test was developed and validated by the investigator for this study whereas to measure mathematics self- concept and anxiety, adapted and revalidated version of Mathematics Self -Concept Inventory by Kulm and Mathematics Anxiety Scale by Karimi and Venkatesan respectively were used. A significant difference in mathematics achievement of group of students taught through peer tutoring strategy and traditional teaching method was found with higher mathematics achievement of the group through peer tutoring strategy. Mathematics achievement differs significantly between the groups of students with high and low mathematics self-concept with high mathematics achievement of students with high mathematics self-concept. Also, mathematics achievement of students with high, average and low mathematics anxiety differs significantly with students of low mathematics anxiety achieving the highest followed by the students with high mathematics anxiety whereas the students with average mathematics anxiety scored least in mathematics achievement. Further a significant interactional effect of instructional treatment and mathematics self -concept and instructional treatment and mathematics anxiety was found on mathematics achievement of 9th class students. However no significant interactional effect of mathematics self-concept and mathematics anxiety on mathematics achievement of 9th-grade students. The findings of the study imply the need to adopt peer tutoring strategies in teaching mathematics and other curricular subjects as it strengthens. newline