DOI: 10.36347/sjpms.2020.v07i03.001

Pages: 34-39

Mathematics is considered the mother of all learnings in both Arts and Sciences. It is a tool for understanding structures, relationships and patterns to produce solutions for complex real-life problems. But many students possessed of negative perception on mathematics as an academic discipline. This study aimed to investigate the effects of peer learning strategy in enhancing the performance level of technology students in Applied Mathematics at Mizan-Tepi University, Tepi. This study was conducted in two different steps the first one deal with collection of raw data from registrar and alumni management to select low achiever student in first semester particularly in applied Mathematics course for baseline information. The study was conducted over eight-week periods in the second semester of 2019/20 academic year, in 46 (29 males, 17 females) first year engineering students, College of Engineering and Technology, Mizan-Tepi University, Ethiopia. Indeed, the study involved two groups; experimental (24) students and control group (24) students. The result shows that there is a significant difference between the experimental group and control group in mathematics academic achievement in the post- result. The result means that the null hypothesis is rejected and accepting the alternative hypothesis, which states that: There is a significant statistical difference at (α=0.01) in mathematics academic achievement of the technology students in Mizan-Tepi university attributed to the peer teaching strategy. The results suggest that peer teaching strategy has a positive effect on the academic achievement of mathematics.