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Relationship between Peer Assisted Learning and Students’ Academic Achievement: The Mediating Effect of Students’ Attitude

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  • Amankwah Samuel

    (Mathematics Department, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development)

  • Akwaboah Sumaila

    (Mathematics Department, Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development)

Abstract

This study examined the relationship between peer-assisted learning (PAL) and students’ mathematics achievement, with a focus on the mediating role of students’ attitudes toward mathematics. The research was conducted in the Sekyere-Kumawu District of Ghana, involving 367 students drawn from Banksmen Senior High School and Dadease Agric Senior High School through stratified random sampling. A cross-sectional survey design was employed, and data were collected using a structured questionnaire. Structural equation modeling (SEM) confirmed the model’s good fit (CFI = 0.973, RMSEA = 0.053). Results indicated that PAL significantly and positively predicted students’ mathematics achievement (β = 0.768, p

Suggested Citation

  • Amankwah Samuel & Akwaboah Sumaila, 2025. "Relationship between Peer Assisted Learning and Students’ Academic Achievement: The Mediating Effect of Students’ Attitude," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(6), pages 839-853, June.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-6:p:839-853
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