INFLUENCE OF SELF AND PEER ASSESSMENT ON STUDENTS ACHIEVEMENT IN MATHEMATICS AMONG ADOLESCENTS

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INFLUENCE OF SELF AND PEER ASSESSMENT ON STUDENTS ACHIEVEMENT IN MATHEMATICS AMONG ADOLESCENTS

Abstract:

This study investigates the influence of self and peer assessment on students’ achievement in mathematics among adolescents. Mathematics education is a critical component of academic development, and exploring innovative assessment methods can enhance students’ understanding, engagement, and overall performance in the subject. The research focuses on the impact of self-assessment and peer assessment as alternative evaluation strategies in the mathematics learning environment.

A mixed-methods research design is employed, combining quantitative analysis of academic achievement scores with qualitative insights obtained through interviews and surveys. The study involves adolescents in secondary education, examining their experiences and perceptions of self and peer assessment in mathematics. Additionally, the research assesses the potential correlation between students’ self-awareness, peer collaboration, and the improvement of mathematical skills.

The findings of this study contribute to the ongoing discourse on assessment methodologies, shedding light on the effectiveness of self and peer assessment in the context of mathematics education. The implications of the research extend to educators, curriculum designers, and policymakers seeking to enhance teaching and learning strategies in mathematics, fostering a more dynamic and participatory educational experience for adolescents.

In conclusion, this study provides valuable insights into the influence of self and peer assessment on students’ achievement in mathematics, paving the way for informed discussions on the integration of these assessment methods in mathematics education to optimize learning outcomes among adolescents.

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Mathematics education is a cornerstone of academic development, providing students with essential skills and cognitive abilities that transcend the classroom and impact various aspects of their lives. In the pursuit of effective teaching and learning methodologies, assessment strategies play a pivotal role in shaping students’ understanding, engagement, and overall achievement in mathematics. Traditionally, assessments have been primarily instructor-driven, relying on teacher evaluations and standardized tests. However, there is a growing interest in exploring alternative assessment methods that actively involve students in the evaluation process.

Self-assessment and peer assessment are two such alternative assessment strategies that have gained attention for their potential to enhance learning outcomes and foster a deeper understanding of mathematical concepts. Self-assessment involves students reflecting on their own performance, setting goals, and evaluating their progress. Peer assessment, on the other hand, entails students providing feedback and evaluating the work of their peers. Both approaches emphasize active student participation, metacognition, and collaborative learning.

The influence of self and peer assessment on students’ achievement in mathematics is an area of exploration that holds promise for optimizing the learning experience, especially among adolescents. Adolescents, in the midst of cognitive and emotional development, are at a crucial stage where educational experiences significantly impact their future academic pursuits. Understanding how self and peer assessment contribute to their achievement in mathematics is essential for tailoring instructional practices to meet their evolving needs.

Mathematics education stands as a cornerstone in shaping the intellectual development and problem-solving abilities of students. In the quest for effective teaching and learning practices, the assessment landscape is evolving, with educators exploring alternative strategies to engage students actively in their educational journey. Among these alternative methods, self-assessment and peer assessment have emerged as powerful tools that not only evaluate students’ comprehension but also actively involve them in the evaluation process. This study delves into the influence of self and peer assessment on students’ achievement in mathematics, with a specific focus on adolescents.

Traditionally, assessment in mathematics education has been primarily instructor-driven, relying on standardized tests and teacher evaluations. However, the limitations of these methods in capturing the holistic learning experience have prompted a shift towards more participatory and reflective assessment approaches. Self-assessment, where students engage in evaluating their own progress and understanding, and peer assessment, involving the evaluation of peers’ work, bring a student-centric perspective to the assessment landscape.

The adolescent stage represents a critical period of cognitive and emotional development, where educational experiences significantly impact future academic pursuits. Adolescents grapple with complex mathematical concepts that require not only cognitive understanding but also metacognitive skills and collaborative problem-solving abilities. Understanding how self and peer assessment influence the achievement of adolescents in mathematics is vital for tailoring instructional practices to meet their unique developmental needs.

While the benefits of self and peer assessment in promoting active learning and fostering a deeper understanding of subject matter have been acknowledged in the educational literature, there is a need to specifically explore their influence on students’ achievement in mathematics, particularly among adolescents. The challenges posed by mathematical concepts and the evolving landscape of educational strategies underscore the importance of investigating alternative assessment approaches. This study seeks to address this gap by examining how self and peer assessment impact the achievement of adolescents in mathematics.

1.2 Statement of the Problem

While traditional assessment methods have been widely utilized in mathematics education, there is a need to investigate the influence of self and peer assessment on students’ achievement in the subject, particularly among adolescents. The challenges faced by students in grasping mathematical concepts and the evolving landscape of educational strategies underscore the importance of exploring alternative assessment approaches. The potential benefits of self and peer assessment, such as increased self-awareness, collaborative learning, and improved problem-solving skills, warrant careful examination in the context of adolescent mathematics education.

1.3 Objectives of the Study

The primary objectives of this study are:

To examine the influence of self-assessment on students’ achievement in mathematics among adolescents.

To explore the impact of peer assessment on students’ achievement in mathematics among adolescents.

To investigate the perceptions of adolescents regarding the effectiveness of self and peer assessment in mathematics.

To assess the correlation between self-awareness, peer collaboration, and improvement in mathematical skills among adolescents.

1.4 Research Questions

To guide this study, the following research questions will be addressed:

What is the influence of self-assessment on the achievement of adolescents in mathematics?

How does peer assessment impact the achievement of adolescents in mathematics?

What are the perceptions of adolescents regarding the effectiveness of self and peer assessment in mathematics?

Is there a correlation between self-awareness, peer collaboration, and improvement in mathematical skills among adolescents?

1.5 Significance of the Study

This study’s significance lies in its potential to contribute empirical evidence on the influence of self and peer assessment on students’ achievement in mathematics, specifically among adolescents. Understanding the effectiveness of these alternative assessment methods can inform educators, curriculum designers, and policymakers about their potential integration into mathematics education practices. The study may also shed light on the cognitive and social benefits of self and peer assessment, providing valuable insights into optimizing the learning experience for adolescents.

1.6 Scope and Limitations

This study focuses on adolescents in secondary education, exploring the influence of self and peer assessment on their achievement in mathematics. The research will involve both quantitative and qualitative methods to gather comprehensive insights. Limitations may arise from the specific age group studied, as well as potential variations in the implementation of self and peer assessment across different educational settings.

1.7 Structure of the Thesis

The remainder of this thesis will unfold as follows:

Chapter Two: Literature Review – Provides an in-depth exploration of relevant literature on self and peer assessment in mathematics education, focusing on their influence on student achievement and the cognitive and social benefits associated with these methods.

Chapter Three: Research Methodology – Describes the research design, participant selection, data collection methods, and analytical approaches employed in this study.

Chapter Four: Data Analysis and Findings – Presents the analysis of collected data and discusses the findings in relation to the research questions.

Chapter Five: Discussion, Recommendations, and Conclusion – Offers a comprehensive discussion of the study’s findings, provides recommendations for practice, and concludes the thesis.

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