Correlation Between Peer Learning Practices and Mathematics Achievement of Secondary Level Students in Bhaktapur District, Nepal

Abstract

Mathematics achievement at the secondary level is still of great educational concern in Nepal. The traditional approaches to mathematics instruction, which are based on a teacher-centered learning environment, often restrain student engagement and deeper conceptual understanding. This study was conducted for testing a relationship between peer learning practice and mathematics achievement of secondary level students in Bhaktapur District of Nepal. A quantitative correlational research design was adopted, and the data was collected from 384 Grade 9 and 10 students from community and institutional schools. Peer learning practices were measured by using a structured five Likert scale questionnaire comprising ten questions and mathematics achievement was determined by using students’ most recent officially recorded mathematics examination marks. Descriptive statistics, reliability analysis, Pearson’s correlation and simple linear regression were adopted for statistical data analysis. The results showed very strong, positive and statistically significant relationship between the practices of peer learning and mathematics achievement (r = 0.785, p < .001). The regression analysis further suggested that mathematics achievement was significantly predicted by peer learning practices (B = 8.06, P < .001) and was explained by 61.7% variance (R2 = .617) of the mathematics achievement of the students. The results indicate that structured peer learning practices play an important role for improving mathematics achievement and student engagement at the secondary level.