e-ISSN : 3026-0892 p-ISSN : 3026-1422 International Journal of Humanities.
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58578/IJHESS.
Increasing Primary School PupilAos Interest.
Self-Concepts and Achievement in Trigonometry and Geometry Using Peer Teaching Approach Bernard A.
Yukwa1.
Caleb Paul2.
Kemuel K.
Yusuf3 Taraba State University.
Jalingo.
Nigeria bernardalphayuks@gmail.
Submitted:
Jul 27, 2024 Article Info:
Revised:
Accepted:
Aug 17, 2024 Aug 20, 2024 Published:
Aug 23, 2024 Abstract This study focuses on the effect of peer teaching approach on primary schools pupilsAo interest, self-concept and academic achievement of geometry and The objectives of the study were to: determine the level of interest by Primary School Pupils in learning geometry and trigonometry when peer teaching approach is used as instructional strategy.
Find out the level of self-concept pose by primary school pupils exposed to peer teaching approach and Determine the Academic Achievement of Primary school pupils who are exposed to peer teaching approach.
The study adopted quasi-experimental Sample of 50 pupils were used for data collection.
Results of the study revealed that there is a significant difference on pupilsAo interest, self-concept and academic achievement when exposed to peer teaching approach.
As all the three hypotheses were accepted at 5% level of significance.
It was recommended that teachers should incorporate group learning among pupils in other to build their competency.
Keywords: Self-concepts.
Peer teaching.
Interest.
Geometry & Achievement Volume 2.
Issue 3.
November 2024.
https://ejournal.
yasin-alsys.
org/index.
php/IJHESS IJHESS Journal is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.
0 International License Bernard A.
Yukwa.
Caleb Paul.
Kemuel K.
Yusuf
INTRODUCTION
Mathematics teaching in Primary Schools is still unsatisfactory.
Despite the recognition accorded to the values of mathematics in our society, there are people who do not engage in solving simple tasks of the day.
Kesiki and Bernard .
posited that in the course of teaching and interacting with students at different levels over the years, it is obvious that most of the students do not like mathematics as a subject taught in our schools.
Focusing on how some selected mathematics branches are been taught by teachers, many of the teachers are those who memorized formulas and students lose focus when taught by such classes of teachers.
Generally, mathematics enables an individual to reason well and interact in the society with a cultivated mind.
It also trains the reasoning faculty of human, thereby helping pupils to developed intelligence.
Indeed, it is difficult for anyone who is mathematically illiterate to function and interact well in todayAos world because such person will be severely handicapped.
Relatively, it is therefore to note that Nigeria as a nation needs to put hands on deck to build strong Mathematics skills in order for their learner to possessed interest, improve on their level of retentiveness and increase on their achievement.
Iyekekpolor .
pointed that for a student to farewell in mathematics, he must fare well in the concepts and topics that make up mathematics including geometry and trigonometry.
The researcher further purports that studentsAo achievement in geometry and trigonometry has been low hence their concomitant low achievement in mathematics.
Geometry and trigonometry plays a significant role in primary and secondary schools mathematics curricula in Nigeria and other countries, yet students failed to pick up interest, developed self-confidence and improve on their achievement in school examination and even the external exams conducted by WAEC and NECO.
In spite of the role geometry and trigonometry plays in the field of mathematics, some concepts and shapes remain abstract to pupils.
Children finds it difficult to recognized shapes and figures during their primary school education and they bring to such knowledge to secondary school which make mathematics concepts more difficult to retain.
However, to explore self-concepts, interest and upgrade studentsAo achievement in geometry and trigonometry, the need to involved pupils to think, suggest and create knowledgeable facts between themselves could foster their understanding of Mathematics generally.
such, the researcher attempt to find out if peer teaching approach could help to increase Volume 2.
Issue 3.
November 2024 Bernard A.
Yukwa.
Caleb Paul.
Kemuel K.
Yusuf primary school pupilsAo interest, self-concepts and achievement in geometry and Though, some teaching method like conventional teaching method has its own usefulness but may not be an effective instructional method for improving studentsAo achievement in skill-based subjects because students involvement in teaching and learning process is low, and this makes students rely on their teachers for their learning needs (Ezeagba, 2014.
Mohammed, 2.
Recent findings by Charles.
Hercy.
Zhi-Hong.
Calvin and Tak-Wai .
addressed that the existence of a significant percentage of low achieving students is probably due to teacher-led instruction, which still dominates mathematics classrooms in most Asian countries.
A study by Lazarus .
revealed that peer tutoring has been researched as an effective strategy to engage students and promote academic success, it improves mathematics performance for students at risk or experiencing mathematics disabilities.
Peer teaching may be defined as s flexible teaching strategy in which half of the students .
serve as academic teachers .
and the other half serve as academic tutees .
(Topping.
Dura and Van Keer, 2.
In view of the foregoing, peer teaching approach is a very old practice but a very insignificant interest by teachers are put on, to improve on students self-concept and interest of learning mathematics particularly geometry and trigonometry.
These branches of mathematics are more of practical, visualizing and generating ideas, peer teaching approach in broad sense can increase to both the learner teaching and those taught.
It is very clear to note that peer teaching strategy is not necessarily only about transmission from the more able experienced .
hose who already have skills of the concepts among the pupil.
to the less able .
hose who are yet to acquire the skill.
Evidently, both the experienced and inexperience pupils gain more skills to take home when they are allow to study cooperatively.
Vividly.
Topping .
excellently relates that peer tutoring .
is often promoted on the grounds that, for the tutors, it is learning by teaching.
He further noted, expanding on the old adage which says Aoto teach is to learn twiceAo.
As a matter of fact, an increase in studentsAo self-concepts usually results in an increase in their Academic achievement (Cvencek.
Frybergs.
Covarrubias and Meltzoff, 2.
So it goes to their interest.
It is believe that Achievement is the transparency of pupilsAo interest.
When pupils have positive interest while learning, they developed good sense of belonging and improve on their achievement.
Studies by Charles.
Hercy.
Zhi-Hong.
Calvin and TakWai .
found out in their research study that there is an increase in studentsAo International Journal of Humanities.
Education, and Social Sciences Bernard A.
Yukwa.
Caleb Paul.
Kemuel K.
Yusuf mathematics achievement, especially in the calculation and word problems.
The further revealed that both the low-achieving students and the high-achieving students in the experimental school maintained a rather high level of interest in mathematics.
Statement of the Problems Peer learning is still given less consideration by teachers of primary schools in Nigeria.
Many of the pupils are those who rely on their teachersAo upbringing and teaching styles to the level of their graduation in Primary Education.
As such, pupils find it difficult to relate to one another and discussed their learning difficulty in schools.
As documented by Colmar.
Liem.
Connor and Martin .
Sewasew and Schroeders .
that students with high self-concept may see failed attempts as exciting challenges and new opportunities while students with low self-concept will doubt their own abilities and give up early after few attempts.
This scenarios supposed to be corrected in peer teaching strategy classroom, where pupils are allow to discuss their individual learning difficulty and perceptions through the guidance of the teacher but reverse is the different we faced with in our primary schools.
Besides, transition from primary schools to secondary schools, pupils tend to loss interest as a result of poor skills to assimilate some mathematical concepts, geometry and trigonometry are not in exception.
Many studies like Charles.
Hercy.
ZhiHong.
Calvin and Tak-Wai .
Lidon and Francisco .
Uroko .
RaAoed and Reem .
undertook research studies on interest, self-concept.
Achievement and peertutoring which are not enough to filled research gaps, that is why the present research paper sought to investigate on increasing primary schools pupilsAo interest, self-concept and academic achievement in geometry and trigonometry using peer teaching approach.
In view of the attempt, the pupilsAo in primary schools have a poor image when it comes to their interest in mathematics education, as suggested by other researchers, it could be the used of inappropriate instructional strategy which is not supportive.
In this essence, the study will empirically find out answer to the question.
does use of instructional strategy by the Mathematics Teacher, determine students interest.
Self-concepts and Achievement in Primary Schools? An Evident to find out answer to the question will be the used of Peer teaching Approach which are not usually practiced by most teachers of Primary Schools.
Volume 2.
Issue 3.
November 2024 Bernard A.
Yukwa.
Caleb Paul.
Kemuel K.
Yusuf Purpose of the Study The broad objectives of this study is to investigate the increasing interest.
Self-concepts.
Achievement of Primary Schools Pupils in geometry and trigonometry using peer teaching Approach.
Specifically the study sought to:
Determine the level of interest by Primary School Pupils in learning geometry and trigonometry when peer teaching approach is used as instructional strategy.
Find out the level of self-concept pose by primary school pupils exposed to peer teaching approach.
Determine the Academic Achievement of Primary school pupils who are exposed to peer teaching approach.
Research Questions The following Research Questions are formulated to guide the Study:
To what level of interest does Primary School Pupils have in learning geometry and trigonometry when exposed to peer teaching approach? What level of Self-concepts does Primary School Pupils have in learning geometry and trigonometry when exposed to peer teaching approach? What is the Academic Achievement of Primary School Pupils who are exposed to peer teaching approach? Research Hypotheses HO1: There is no significant difference on Pupils interest when exposed to peer teaching HO2: There is no significant Difference on Pupils Self-concepts when exposed to peer teaching approach.
HO3: There is no significant Difference on Pupils Academic Achievement when exposed to peer teaching approach.
International Journal of Humanities.
Education, and Social Sciences Bernard A.
Yukwa.
Caleb Paul.
Kemuel K.
Yusuf
MATERIALS AND METHODS
The Design for this study is Quasi-experimental design for Pre-test, post-test.
The sample is made up of One hundred and twenty Pupils, selected randomly from six Primary schools in Zing Local Government Area of Taraba State.
Of this, 50 Pupils were selected from Primary five and six respectively.
The instruments for the research were split into three .
First instruments were 06 structured questions on Pupils Interest (Pupils Mathematics Interest Questionnair.
, the second was on self-concepts also comprises of 06 Questions (Pupils Mathematics Self-concepts Questionnair.
and the other was also 10 questions (Pupils Achievement tes.
The PMIQ is in three dimensions namely: attitude, initiative & Both PMIQ and PMSCQ were answered using means and standard deviation with criterion mean of ycuI > 3.
0 termed as Accepted and ycuI < 3.
0 is not accepted.
While Pupils Academic Achievement was scored based on Pupils responses to the Questions provided to them by the researcher in the selected schools.
The 50 Pupils were divided into two groups 25 each.
This was done in order to expose them to peer teaching approach and thereafter administer the achievement test to them.
However, pupils with experience in trigonometry and geometry in primary five and six were selected and grouped together, considering them as tutors out of which 25 were selected and the remaining 25 were those who have no experience in trigonometry and geometry considering them as tutee.
IBM
SPSS Statistics version 23 package was used to analyze data from the respondents.
RESULTS
Research Question I To what level of interest does Primary School Pupils have in learning geometry and trigonometry when exposed to peer teaching approach? Table 1: Pupils Level of interest in Geometry and Trigonometry when Exposed to Peer teaching Approach.
S/N Items UD SD My teachers attitudes generally make 15 me fear mathematics I pick more interest in geometry 19 topics when we learnt together with my colleagues.
Volume 2.
Issue 3.
November 2024 Bernard A.
Yukwa.
Caleb Paul.
Kemuel K.
Yusuf I like the way our teacher initiate the 03 class that everybody must contribute when learning in the class.
I pick interest in trigonometry topics 18 when my colleague teach me.
I have good grade in trigonometry 13 and geometry because it is quite I prefer my teachers style of teaching 12 than by classmate Note X O 3.
00 is Rejected and X Ou 3.
00 is Accepted.
From the results in table 1, all the items were accepted at the decision rule of 3.
00 points except item Number 3 was rejected.
Research Question 2 What level of Self-concepts does Primary School Pupils have in learning geometry and trigonometry when exposed to peer teaching approach? Table 2: Pupils Self-concepts in Geometry and Trigonometry when Exposed to Peer teaching Approach.
S/N Items UD SD X
Are your peers good enough to teach 12
you Mathematics generally? 16 00 02
I have some colleagues who are 05
competent enough to handle problems in geometry and trigonometry 07 11 03
I translate the knowledge learnt in the 16
class even to make used of them at 07 16 09
I perceived a positive response when 11
tutored by my classmate in school
11 13 00
I have higher scores compare to when 03
our teacher teaches us
11 10 01
My classmate that are good in 12 mathematics explains to us better than the way our teacher does 09 11 09 Note X O 3.
00 is Rejected and X Ou 3.
00 is Accepted.
Results in table 2 indicates that items 5, 2 and 1 were rejected at the criterion Mean Scores 00 points.
It shows that peers in the selected primary schools are not good enough to International Journal of Humanities.
Education, and Social Sciences Bernard A.
Yukwa.
Caleb Paul.
Kemuel K.
Yusuf teach their Classmate with low experience in Mathematics, they are not competent to handle geometry and trigonometry topics in the study area.
While items 3, 4 and 6 were The level of self-concepts of pupils allow them to translate knowledge learnt in the Class to help them at home in carrying out daily activities, the pupils perceived a positive response when tutored by their classmate and that their classmate who are good in Mathematics can explain better to them than their teacher.
Research Question 3 What is the Academic Achievement of Primary School Pupils who are exposed to peer teaching approach? Table 3: Mean and Standard Deviation of Pupils Achievement Exposed to Peer teaching Approach.
Selected PupilsAo Pretest Posttest Valid N .
Sum Mean Statistic Statistic Statistic Std.
Deviation Std.
Error Statistic From the results in table 3, the pretest results of the pupils was 19.
7400 and after exposing them to peer teaching approach, their results of mean scores was 29.
Table 4: Pupils Achievement Grouped based on the Experience in Geometry and Trigonometry using peer teaching approach.
Sum Mean Std.
Deviation Group Tutee (Inexperience Pupil.
Tutors (Experience Pupil.
Statistic Statistic Statistic Std.
Error Statistic Valid N .
Volume 2.
Issue 3.
November 2024 Bernard A.
Yukwa.
Caleb Paul.
Kemuel K.
Yusuf The mean achievement of pupils exposed to peer teaching approach shown 29.
36 and 80 respectively.
This mean that their differences was just 0.
Thus peer teaching approach can increase primary school pupilAos achievement in geometry and trigonometry.
Hypothesis 1 HO1: There is no significant difference on Pupils interest when exposed to peer teaching Table 5: Chi-square Test of Pupils Response on their Interest in Geometry and Trigonometry when Exposed to Peer teaching Approach Chi-Square Asymp.
Sig.
0 cells .
0%) have expected frequencies less than 5.
The minimum expected cell frequency is 10.
0 cells .
0%) have expected frequencies less than 5.
The minimum expected cell frequency is 12.
From the results above, items 1, 2, 3 and 4 were all rejected based on pupilsAo responses.
means that the enumerated items agrees that there is significant difference on pupils interest when exposed to peer teaching approach and while items 5 and 6 were retain that there is no Significant difference on pupils interest when exposed to peer teaching Hypothesis 2 HO2: There is no significant Difference on Pupils Self-concepts when exposed to peer teaching approach.
International Journal of Humanities.
Education, and Social Sciences Bernard A.
Yukwa.
Caleb Paul.
Kemuel K.
Yusuf Table 6: Chi-square Test of Pupils Response on their Self-concept in Geometry and Trigonometry when Exposed to Peer teaching Approach Chi-Square Asymp.
Sig.
0 cells .
0%) have expected frequencies less than 5.
The minimum expected cell frequency is 0 cells .
0%) have expected frequencies less than 5.
The minimum expected cell frequency is Results in table 6 indicates that items 7, 8, 9 and 11 were rejected based on the test at 5% level of significance, it follows that the responses supports that there is significant difference on pupils Self-concepts when exposed to peer teaching approach.
Only items 10 and 11 retain the null hypothesis that there is no significant difference on pupils Selfconcepts when exposed to peer teaching approach.
Thus, since majority of the responses rejects the null hypothesis, we conclude that pupils believes that there is a significant difference on pupilsAo self-concepts when exposed to peer teaching approach.
Hypothesis 3 HO3: There is no significant Difference on Pupils Academic Achievement when exposed to peer teaching approach.
Table 7: Tests of Between-Subjects Effects for Mean Achievement Scores of Pupils Exposed to Peer teaching Approach Source Type i Sum of Squares Mean Square Sig.
Corrected Model Intercept Pretest Error Total Corrected Total Volume 2.
Issue 3.
November 2024 Bernard A.
Yukwa.
Caleb Paul.
Kemuel K.
Yusuf R Squared = .
092 (Adjusted R Squared = .
From table 7 the ANCOVA was significant.
F .
, .
= 4.
P < 0.
Therefore, the null hypothesis was rejected and it was concluded that there is a significant Difference on Pupils Academic Achievement when exposed to peer teaching approach.
DISCUSSION
The study from the data analysis revealed that pupils pick interest in trigonometry and geometry topics when they learnt together with their colleague.
They also believes that their teachersAo styles of teaching is preferable to them.
Based on further findings, which revealed that there is a significant difference on pupilsAo interest when exposed to peer teaching approach and also there is significant difference on pupils self-concepts when exposed to peer teaching approach, it supports Cvencek.
Frybergs.
Covarrubias and Meltzoff .
who found that an increase in studentsAo self-concepts usually results in an increase in their academic achievement.
Thus, it goes same to an improvement in their interest.
Again, the pupils pretest achievement test scores was below the posttest of the mean scores.
It might be as a result of poor used of instruction.
In this case, it supports the contribution of Charles.
Hercy.
Zhi-Hong.
Calvin and Tak-Wai .
who also found that there is an increase in studentsAo mathematics achievement including trigonometry and geometry when peer teaching approach is used.
In this research paper, it was revealed that there was a significant difference on pupilsAo academic achievement exposed to peer teaching approach as the test of between subjectAos effects for mean achievement scores of pupils exposed to peer teaching approach was significant i.
there is a significant difference on pupilsAo academic achievement when exposed to peer teaching approach.
CONCLUSION
Based on the Findings in this research paper, it was concluded that pupilsAo interest, selfconcept and Academic Achievement can be increased using peer teaching approach.
However.
Pupils exposed to peer teaching approach have differences on their interest.
Selfconcepts and Academic Achievement compared to those who are not exposed to the teaching approach.
International Journal of Humanities.
Education, and Social Sciences Bernard A.
Yukwa.
Caleb Paul.
Kemuel K.
Yusuf Recommendations It recommended in this study that: i.
There is need for the Mathematics teachers to Allow Pupils to contribute on their pace in other to increase their learning interest of Trigonometry and Geometry topics.
Teachers should incorporate group learning among pupils in other to build their competency.
It was recorded that those who learnt from their experience Colleague performed better, so, the need to encourage peer tutoring should be vice versa.
Do not allow certain individuals to keep tutoring their colleague.
REFERENCES