The influence of peer interaction to students' proficiency development in mathematics

Abstract

This study aimed to determine if there is a significant relationship between Peer Interaction and Students' Proficiency Development in Mathematics. It employed a quantitative non-experimental research design utilizing correlational technique with 150 Junior High School students as respondents chosen through random sampling. Mean and Pearson (r) are the statistical tools used for data treatment. Results showed a high level of Peer Interaction and also a high level of Students' Proficiency Development in Mathematics among Junior High School students in UM Tagum College. Furthermore, the study revealed no significant relationship between Peer Interaction and Students' Proficiency Development in Mathematics among Junior High School students in UM Tagum College, leading to the conclusion that the null hypothesis is failed to be rejected.