Impact of peer teaching on mathematics achievement among grade 8 students in a secondary school in Guyana

This study investigates the comparative effectiveness of peer teaching and expository teaching methods on the academic performance of Grade 8 students in Mathematics at a secondary school in Region 6, Guyana. Using a quasi-experimental design, two groups of students with comparable baseline abilities received instruction through either peer teaching or traditional expository methods, guided by detailed lesson plans. Pre- and post-tests measured learning gains, while statistical analyses evaluated differences in outcomes. Results showed that both groups improved significantly from pre-test to post-test. The expository group’s mean score increased from 9.33 (23.33%) to 26.13 (65.31%), reflecting a 42%-points gain. The peer teaching group, however, achieved a greater improvement from 9.25 (23.13%) to 30.75 (76.88%), a 53.75 percentage point increase. The difference in post-test performance between groups was statistically significant (t=-8.26, p