Abstract:
The study investigated the effect of peer-assessment skill training on students’ achievement in Mathematics. The non-equivalent pre-test and post-test control group 2x2x2 factorial quasi-experimental design was adopted for the study. Two public senior high schools were randomly sampled to participate in the study and a total of eighty-seven (87) students made up of forty-five (45) in the experimental groups and forty-two (42) in the control group were selected from Central Region of Ghana. Students participated in the study as intact classes. Two Mathematics achievement tests, with acceptable reliability coefficients of 0.79 and 0.83 were developed by the researcher for data collection. Again a peer-assessment module was developed by the researchers for the intervention. The module was content validated by three expects using percentage of agreement. ANCOVA and independent t- test were used to test the hypotheses at 0.05 level of significance. The findings of the study were that: there was significant effect of peer-assessment skill training on students’ achievement in Mathematics. Again, there was no significant sex and age influence on students’ peer-assessment skill training group. Based on the findings, it was recommended that teachers should use peer-assessment skill strategy in teaching Mathematics lessons to bring about the much needed improvement in students’ performance in Mathematics.
