Peer Tutoring: Its Effects on Subject Mastery and Mathematics Anxiety among Elementary Education Teaching Interns (Tunjuk Ajar Rakan Sebaya: Kesannya terhadap Penguasaan Mata Pelajaran dan Kebimbangan Matematik dalam kalangan Guru Pelatih Sekolah Rendah)

Authors

  • JO ANN PETANCIO Cebu Normal University
  • NOREMAY PEREZ Cebu Normal University
  • NIGEL GLENN JAVIER Cebu Normal University

DOI:

https://doi.org/10.17576/JPEN-2020-45.02-05

Abstract

Teachers’ subject mastery and anxiety towards mathematics affect their performance in teaching the subject. This quasi-experimental study aimed to determine the effects of peer tutoring on mathematics subject mastery and mathematics anxiety among teaching interns. Intact groups of 35 Bachelor of Elementary Education (BEEd) students participated as tutees and 32 Bachelor of Secondary Education (BSEd) students with specialization in Mathematics participated as tutors in this study. Quantitative data were analysed using inferential statistics. Results revealed that peer tutoring was effective in increasing mathematics subject mastery; however, it had not been effective in reducing mathematics anxiety. Moreover, albeit insignificantly, as the participants’ subject mastery increases, their anxiety decreases, and that mathematics anxiety is an insignificant predictor of subject mastery. The findings implicate that a peer tutoring program can be beneficial in equipping general education prospective teachers with sufficient content knowledge and confidence to teach mathematics; hence, further research on a functional peer tutoring process is recommended. Moreover, it is also suggested that future research be conducted on peer tutoring for other subject areas and prolonged period of peer tutoring sessions.Key Words: Mathematics anxiety; peer tutoring; subject mastery; teaching internship; quasi-experimentalPenguasaan subjek dan kebimbangan matematik mempengaruhi prestasi guru dalam mengajar subjek. Kajian eksperimen kuasi ini bertujuan untuk mengetahui kesan tunjuk ajar rakan sebaya terhadap penguasaan subjek matematik dan kebimbangan matematik dalam kalangan guru pelatih. 35 pelajar Sarjana Muda Pendidikan Rendah (BEEd) terlibat sebagai pelajar dan 32 pelajar Sarjana Muda Pendidikan Menengah (BSEd) dengan pengkhususan Matematik terlibat sebagai pengajar. Data kuantitatif dianalisis menggunakan statistik inferensi, sementara data kualitatif dianalisis menggunakan analisis tematik dan dokumen. Hasil kajian menunjukkan bahawa tunjuk ajar rakan sebaya berkesan dalam meningkatkan penguasaan subjek matematik; namun, tidak berkesan untuk mengurangkan kebimbangan matematik. Tambahan lagi, walaupun tidak ketara, apabila penguasaan subjek meningkat, kebimbangan mereka menurun, dan kebimbangan matematik adalah peramal penguasaan subjek yang tidak signifikan. Hasil kajian mengimplikasikan bahawa program tunjuk ajar rakan sebaya adalah bermanfaat dalam melengkapkan calon guru pendidikan umum dengan pengetahuan dan keyakinan kandungan yang mencukupi untuk mengajar matematik; oleh itu, kajian lanjutan tentang proses tunjuk ajar rakan sebaya yang berfungsi adalah disarankan. Tambahan lagi, dicadangkan juga kajian lanjutan tentang tunjuk ajar rakan sebaya untuk bidang-bidang subjek lain dan tempoh sesi tunjuk ajar rakan sebaya yang dipanjangkan.Kata Kunci: Kebimbangan matematik; tunjuk ajar rakan sebaya; penguasaan subjek; guru pelatih; experiment kuasi

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Published

2020-11-30

Issue

JPM, Vol. 45, No. 2 (Nov 2020)

Section

Articles

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