Effect of Peer and Self-Assessment on Male and Female Students’ Self-Efficacy and Self-Autonomy in the Learning of Mathematics

  • AA Adediwura
Keywords: Peer Assessment, Self-Assessment, Self- Efficacy, Self-Autonomy, Learning of Mathematics


This study investigated the effect of peer and self assessment on the self-efficacy and students‘ learner autonomy in the learning of mathematics as well as determining the attitude of male and female students towards the use of peer and self assessment. The population was made of senior secondary three students (SS3) of a state public school in Osun State. A total of 60 SS3 students made up the study sample with sex serving as the stratum. Two questionnaires were used for data collection. The first questionnaire was aimed at collecting information about the students‘ study habit and math self-efficacy. While the second questionnaire in addition to collecting information about students‘ study habit, and math self-efficacy, it was also aimed at collecting information about students‘ attitudes towards peer and self-assessment. Data collected were analyzed using descriptive, Z-test, chi-square and t-test statistics. The result of the study showed that, the use of peer and self-assessment in math lessons enhance students‘ self-efficacy and promote learner autonomy in learning mathematics. It was discovered that while there is no significant relationship between sex and enhancement of self-efficacy as a result of students‘ engagement with the use of peer and self-assessment, the enhanced students‘ leaner autonomy that was noticed in the sampled students is significantly influenced by their sex. Furthermore, the study revealed that the students have positive attitude towards the use of peer and self-assessment and that their attitude towards the use of these assessment strategies is independent of sex. The study concluded therefore that the use of peer and self-assessment should not be made to stress or create negative attitude in the students. Thus, peer and self-assessment activities should be separated from formal assessment in our schools.

Journal Identifiers

eISSN: 1596-9231