Abstract
Peer-teaching is defined as people of similar social groupings who are not professional teachers helping each other to learn and learn themselves by teaching. With this, it is considered an educational format wherein learners simultaneously teach and learn a lesson or task efficiently by providing emotional support; mathematics anxiety is one of the reasons why many students have difficulty in learning mathematics because many studies said that the majority of learners do not have confidence in their mathematical skills which is why they are not motivated to learn it. With that, despite the many benefits of studying mathematics, it is commonly accepted that the subject is complicated. This study aims to determine the relationship between peer teaching and students’ perception of their mathematics anxiety. A sample of 227 grade 10 students from a private non-sectarian school was chosen for this study. Pearson's r Correlation Coefficient was used to analyze quantitative data collected through a questionnaire. The findings revealed a low negative correlation between peer teaching usage and student's perceived mathematics anxiety level (-0.226) - that is, as peer teaching usage increases, perceived mathematical anxiety decreases. Since the p-value is less than 0.05, even though there is a low negative correlation, there is a significant relationship between the two (p < 0.05 means the null hypothesis is rejected). The decrease in perceived mathematics anxiety is due to factors other than peer teaching.
