Application Of Peer Assessment Approaches To Teaching Of Mathematics: The Effectiveness And Learner Perceptions

Abstract

This study sought to establish whether peer assessment approaches to teaching of Mathematics have any effect on the performance of students in secondary schools in Kenya. The objectives were to find out the extent of use of peer assessment as a classroom assessment tool in secondary schools, determine the effectiveness of peer assessment in enhancing performance in mathematics and determine the perceptions of students and teachers towards peer assessment. The study employed quantitative research design as descriptive study approach. The list of school selection was done through simple random method. Purposive sampling was employed to choose groups of respondents from which a sample size was drawn. Primary data was collected by use of questionaires. The data was organized, coded, and analyzed using Statistical Package for Social Scientist (SPSS 23.) Quantitative data was analyzed using frequencies and percentages. The study concluded that peer assessment practices are gradually being embraced by schools as a classroom assessment tool since they add value to the learning experience. There is tangible evidence to show that application of peer assessment practices enhances the performance in Mathematics. There is need for sensitisation forums to address perception issues related to peer evaluation and the effective implementation of these approaches to teaching and learning. This study recommends that the ministry of education should create more awareness through in-service training of Mathematics teachers, school Principals and learners on how to apply peer assessment approaches. It should also come up with policies promoting the use of these approaches in order to improve Mathematics performance.