Peer-Assisted Learning as a Pathway to Academic Success: Unpacking the Mediating Role of Mathematics Attitude and the Moderating Effects of Interest.

Abstract

This study examined the relationship between peer-assisted learning (PAL) and students’ mathematics achievement, focusing on the mediating role of students’ attitudes and the moderating effect of mathematics interest. The research was conducted in the Sekyere-Kumawu District, Ashanti Region, Ghana, with 350 students from Banko SHS and Dadease Agric SHS selected via stratified and simple random sampling.
Using structural equation modeling (AMOS v23), results showed that PAL significantly predicted mathematics achievement. Students’ attitudes partially mediated the PAL–achievement link (bias-corrected confidence interval did not include zero). Mathematics interest significantly moderated the attitude → achievement path, strengthening the positive effect of attitude on achievement. The study recommends integrating structured PAL programs into the curriculum and promoting positive mathematics attitudes through motivational activities, reinforcement, and supportive classroom environments.