Reducing Math Anxiety Using Peer Observation as a Reflective Practice Strategy in a Private School in Lahore
DOI:
https://doi.org/10.62843/jssr.v6i5.791Keywords:
Mathematics Anxiety, Peer Feedback, Learning Goals, Self-Monitoring, Self-Efficacy, EnjoymentAbstract
This study aimed to determine the effectiveness of peer observation as a reflective practice model in reducing mathematics anxiety among Grade VII students in a selected private school in Punjab. Specifically, it sought to assess students' mathematics anxiety levels before and after the intervention and examine the impact of peer observation on students' confidence, participation, and engagement in mathematics learning. The study design is based on a quantitative approach of a one-group pretest-post-test design. The study was conducted in a selected private school in Lahore during the academic year 2025–2026. The participants were Grade VII students enrolled at the selected private school. A Mathematics Anxiety Scale was administered before and after the implementation of peer observation activities. The intervention involved structured peer observation sessions and reflective discussions during mathematics lessons. Classroom observations were also conducted to monitor students’ participation, confidence, and engagement. The collected data were analysed using descriptive statistics and a paired-sample t-test to determine differences between pretest and post-test anxiety scores. When comparing the two observations, classroom practices related to reducing mathematics anxiety were positively affected by the intervention. After the intervention, students were more willing to engage in math discussions, ask questions, and engage in problem-solving activities. The classroom climate was more positive and student-focused, fostering student confidence and decreased fear of error.
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