Peer-Assisted Learning Strategies and Mathematics Anxiety
DOI:
https://doi.org/10.67903/ijroms0517Keywords:
Mathematics Anxiety, Peer-Assisted Learning Strategies, STEM Students, Mathematics Education, Collaborative LearningAbstract
This mixed-methods action research aimed to address the problem of Mathematics anxiety and to support the learning experiences of STEM students of the Universal College of Southeast Asia and the Pacific Inc. (UCSA&PI), Zamboanga City through the implementation of Peer-Assisted Learning Strategies (PALS). The research design employed was a sequential explanatory mixed methods design. Thirty STEM students participated in pre- and post-questionnaires for the quantitative phase, while five students participated in semi-structured interviews for the qualitative phase. For quantitative data (means), Weighted means and Paired-samples t-test were used, and for qualitative data, thematic analysis. The results indicated that Mathematics anxiety was high both emotionally, cognitively and behaviorally before the intervention. The paired-samples t-test results indicated a significant difference between pre-intervention and post-intervention t = −2.295, p = .029. It is important to note, however, that this difference was not regarded as a direct proof of a decrease in Mathematics anxiety as the pre and post questionnaires were worded differently and focused on different aspects of students' experiences. The qualitative results showed that students felt PALS was helpful in making them feel relaxed, confident, understanding mathematical concepts, being able to actively take part in Mathematics learning, and experiencing less fear and pressure. Several emerging themes were identified including decreased anxiety levels, better problem-solving ability, better attention and concentration, working together, and greater involvement in classroom discussions. In general, the results indicated that PALS could serve as a supportive and collaborative learning space for STEM students who are struggling in Mathematics learning. Future research should be conducted with similar pre-test and post-test, larger samples and longer intervention time to strengthen the evidence of the effects of PALS on Mathematics anxiety.
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