Effect of Peer Mentoring Instructional Strategy on Students' Mathematics Achievement in HO Municipality, Ghana

The impact of the peer mentoring instructional technique on students' mathematics achievement in senior high schools in the Ho municipality of Ghana was investigated in this study. To direct the investigation, two research aims and two hypotheses were developed. A quasiexperimental research approach was adopted for the investigation. One hundred fifty-nine (159) Senior High School two (2) mathematics students from two Senior High Schools in the Ho Municipality of the Volta Region of Ghana made up the study's sample. The Mathematics Students Achievement Test was the tool used to collect data (MSAT). The instrument underwent two rounds of expert validation, and a Pearson Product Moment Correlation reliability index of 0.85 was established. While employing Analysis of Covariance (ANCOVA) to test the null hypothesis, the acquired data were analyzed using adjusted mean and standard deviation to address the objectives. The results showed that students exposed to the peer mentoring instructional technique did much better than those exposed to the speak and chalk style of teaching, and their scores were higher. The interaction test revealed that there was no discernible interaction between gender and teaching strategy on the average student performance. The study came to the conclusion that the instructional style of peer mentorship is an effective way to teach mathematics. The study advised, among other things, that since the speak and chalk style of teaching was proven to be less effective and decreased students' achievement in mathematics, peer mentorship should be used as an educational strategy. However, math professors should accept it as one of their teaching methods while using it in the classroom