Abstract:
The purpose of this study was to document the influence of peer instruction
on students attitude towards vectors. It was guided by the social learning theory propounded by Bandura (1977). The study used an after only with
control experimental design. The design was chosen because it is objective,
logical and a systematic method that can be used to demonstrate the
influence of peer instruction on attitude. The form three class in public
secondary schools was the target population. Multi stage sampling was used
to select 479 students from 16 schools who participated in the study. Streams
were randomly assigned to either the control or the experimental treatment
groups. The treatment took place over a duration of three weeks following
which a questionnaire was used to collect data from the sampled students.
The study found that more students in the experimental treatment groups
indicated positive attitude than in the control treatment groups. This means
that more students exhibit a positive attitude towards learning vectors when
they are instructed via peer instruction than when conventional methods are
used. It is recommended that teachers adopt the use of peer instruction so that
learners can develop a positive attitude towards vectors and by extension
towards mathematics.