Peer-Assisted Learning as a Moderator between Mathematics Self-Efficacy and Problem-Solving Skills among Senior High School Students

This study examines the moderating effect of Peer-Assisted Learning on the relationship between students’ confidence in their mathematics capabilities and their problem-solving skills in a senior high school environment. A cross-sectional survey design was used to collect data from 385 senior high school students selected from a population of 2,850 using Krejcie and Morgan’s table. Data were analysed using SPSS (v27) for exploratory factor analysis and reliability testing, and AMOS (v23) for confirmatory factor analysis and structural equation modelling. Mathematical Self-Efficacy had a significant positive impact (β = 0.272, p < .001) on students' problem-solving skills. Moreover, Peer-Assisted Learning did not show any significant effect on students' problem-solving skills independently (β = 0.053, p = .432). Most importantly, the significance of PAL in moderating the association between Mathematical Self-Efficacy and problem-solving skills was positive (β = 0.174, p < .001). This implies that students with higher self-efficacy perform better in peer-learning environments where their problem-solving skills get strengthened. Although previous research has been predominantly focusing on the direct impact of mathematics self-efficacy and peer learning on academic performance, the current research provides empirical proof of the moderating effect of PAL on the relation between mathematics self-efficacy and problem-solving among senior high school students. This study fills the geographical gap, since little research has been done in the sub-Saharan region on the impact of mathematics, cognitive, and social learning factors on problem-solving among senior high school students.