stdClass Object
(
    [id] => 16971
    [paper_index] => 202507-01-023069
    [title] => LEARNING ON STUDENTS' CONFIDENCE AND MATHEMATICAL PROBLEM-SOLVING SKILLS
    [description] => 
    [author] => Maria Theresa A. Celebre LPT, Romulo G. Doronio. PhD
    [googlescholar] => 
    [doi] => 
    [year] => 2025
    [month] => July
    [volume] => 11
    [issue] => 7
    [file] => fm/jpanel/upload/2025/July/202507-01-023069.pdf
    [abstract] => This quasi-experimental study investigates the impact of Peer-Assisted Learning (PAL) on students' confidence and mathematical problem-solving skills among Grade 9 students at Elizalde National High School, Maco, Davao de Oro. With 80 participants, the study utilized a pre-test and post-test design to measure students’ levels of confidence in mathematics and their ability to solve mathematical problems before and after engaging in structured peer-assisted learning activities. Through statistical analysis, the results indicated a significant improvement in both confidence and problem-solving skills, demonstrating that peer-assisted learning is an effective instructional strategy in mathematics education. The study suggests that collaborative learning through peer interactions fosters a supportive learning environment where students feel more comfortable expressing their ideas, clarifying misconceptions, and developing critical thinking skills. Furthermore, findings highlight the role of peer-assisted learning in addressing learning gaps, improving engagement, and making mathematics more accessible and less intimidating for students. Based on these results, the study recommends that educators incorporate structured peer-assisted learning strategies into mathematics instruction to maximize student learning outcomes, enhance motivation, and develop a positive attitude toward mathematical problem-solving. 
    [keywords] => Peer-Assisted Learning, Mathematics Confidence, Problem-Solving Skills, Quasi-Experimental Research, Collaborative Learning
    [doj] => 2025-07-15
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 51
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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