COGENERATIVE PEER TEACHING: EFFECTS ON STUDENT PROBLEM-SOLVING SKILLS AND SELF-EFFICACY IN MATHEMATICS

The study sought to find out whether cogenerative interactions between students and teachers significantly affect mathematics pedagogy. In particular, it explored whether cogenerative peer teaching effects better problem-solving skills and self-efficacy among students. It also investigated the relation between student self-efficacy and their problem solving skills in mathematics. It was a quasi-experimental research involving 117 secondary school students comprising two intact intermediate algebra classes. One class was randomly assigned to the conventional method while the other was exposed to cogenerative peer teaching. In the first class, mathematics was taught using the traditional way by one single teacher. In the other class, a group of ten students were asked to meet regularly with the teachers to discuss the upcoming lessons. In these small group discussions among peers and teachers, cogenerative interactions transpired. Everyone was encouraged to speak and share his views regarding the lesson and how it should be presented to class. New ideas on how lessons could be efficiently taught were generated and incorporated into a lesson plan. Steps on how to prevent possible misconceptions were likewise integrated into the plan. The lesson plan was then executed by the teacher together with one or two of the ten peers. This approach is based on the idea that students also learn from their peers and that the students themselves is an alternative source for ideas on how the lessons can best be presented to achieve optimal learning. Two instruments, a problem-solving ability test and a self-efficacy scale were constructed for use in the study. The instruments were tested for content validity and were subjected to reliability analysis. The participants in the cogenerative discussions were interviewed. Quantitative and qualitative research analyses showed that the use of cogenerative peer teaching in classes improved student self-efficacy and problem solving ability in mathematics, and that gender did not moderate any of these effects. Moreover, mathematics self-efficacy significantly and positively predicted student problem solving in mathematics. Students who were exposed to cogenerative peer teaching whether as peer teachers or as regular students both exhibited positive views about the approach.