Relationship between Peer Assisted Learning and Students’ Academic Achievement: The Mediating Effect of Students’ Attitude.

This study examined the relationship between peer-assisted learning (PAL) and students’ mathematics achievement, with a focus on the mediating role of students’ attitudes toward mathematics. The research was conducted in the Sekyere-Kumawu District of Ghana, involving 367 students drawn from Banksmen Senior High School and Dadease Agric Senior High School through stratified random sampling. A cross-sectional survey design was employed, and data were collected using a structured questionnaire. Structural equation modeling (SEM) confirmed the model’s good fit (CFI = 0.973, RMSEA = 0.053). Results indicated that PAL significantly and positively predicted students’ mathematics achievement (β = 0.768, p < 0.001). Furthermore, students’ attitudes toward mathematics were found to partially mediate this relationship (indirect effect = 3%, p < 0.01), suggesting that PAL not only improves performance directly but also indirectly by fostering more positive attitudes. These findings underscore the potential of structured PAL programs to enhance mathematics outcomes in secondary schools. It is recommended that schools adopt PAL strategies alongside initiatives such as motivational workshops and supportive classroom environments to cultivate positive mathematical attitudes and maximize student achievement.