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| Format: | Recurso digital |
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Zenodo
2026
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| Online Access: | https://doi.org/10.5281/zenodo.20018080 |
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Table of Contents:
- <p class="MsoNormal"><strong><span>Abstract</span></strong></p> <p><span>The study examined the effect of ZPD-based peer instruction on secondary school students' mathematics achievement and conceptual understanding. It adopted a quasi-experimental pretest- posttest non-equivalent control group design. The sample composed of 120 Senior Secondary School II students who were selected in two public secondary schools, 70 students in the experimental and 50 students in the control group. The data was gathered through a Mathematics Achievement Test (MAT) and a Mathematics Conceptual Understanding Test (MCUT), the reliability coefficients of which were 0.78 and 0.81, respectively. The analysis of data was carried out on the basis of mean, standard deviation, and Analysis of Covariance (ANCOVA). The results showed that students in the ZPD-based peer instruction group scored significantly higher on the posttest mean score (71.80) than students taught through conventional methods (55.30) and the group effect was significant (F(1,117) = 107.85, p <.05). Likewise, the experimental group (74.25) had a higher conceptual understanding than the control group (58.20) with (F (1,117) = 128.75, p <.05). The research outcome did not identify any meaningful gender difference in achievement (p =.464), conceptual understanding (p =.490) as well. The paper finds that peer instruction using the ZPD is a useful technique to enhance mathematics learning outcomes in students and proposes its implementation in secondary schools.</span></p>