The Influence of Peer Assessment on Students’ Motivation to Learn Mathematics in Public Secondary Schools in Mezam Division, North West Region of Cameroon
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This study examined the influence of peer assessment on students’ motivation to learn mathematics in public secondary schools in Mezam division of the northwest region of Cameroon. To achieve this, two specific research questions were formulated in order to find out the effect of peer grading, and peer feedback on students’ motivation to learn mathematics. The study employed a cross-sectional descriptive survey design. The population of the study was 840 form fours students from three secondary schools of Mezam division from where a sample of 264 students were randomly selected. Data from participants was collected using a structured 4 Likert type scale questionnaire, with an internal consistency of 0.871, using the Cronbach alpha Reliability test. Data collected was analyzed using both descriptive and inferential statistics, where descriptive statistics such as the mean and standard deviations, frequencies and percentages were used to answer the research questions while linear regression was used as the inferential tool to verify the null hypothesis. Findings from the first research question showed that peer grading has a significant effect on students’ motivation to learn mathematics at 0.01 level of significance and 13.9% of the variations in students’ motivation to learn mathematics could be accounted for by involvement in peer grading practices. Additionally, it was found that peer feedback has significant impact on students’ motivation to learn mathematics at 0.01 level of significance and 10.40% of the variation in students’ motivation to learn mathematics can be explained by their engagement in peer feedback activities. Based on these findings it was concluded that peer assessment has a significant effect on students’ motivation to learn mathematics in secondary school and it was therefore recommended among other things that teachers should provide opportunities for peer grading and peer feedback during mathematics classes, while students should take these activities with seriousness.
Keywords
Peer Assessment, Peer grading, Peer feedback, Motivation to learn mathematics