Use of Peer Interaction Method in Teaching Algebra in Selected Rwandan Secondary Schools

Abstract

This study aimed to assess the effectiveness of the peer interaction method in the teaching and learning of algebra in selected secondary schools in Nyarugenge District, Rwanda. Utilizing a case study design, the research focused on the application of peer instruction strategies within algebra content. Three public secondary schools were deliberately selected for their strong focus on advanced education and mathematics as a core subject and their strategic locations to ease data collection. Teachers with more than three years of teaching experience were purposively selected to capture their perspectives. Data collection was conducted from three mathematics teachers who relied primarily on structured interviews and systematic classroom observations guided by a pre-established checklist. Thematic analysis was employed to interpret and categorize qualitative data into meaningful insights. Findings from interviews and observations revealed the nuanced implementation of peer interaction in mathematics classrooms. While some teachers effectively fostered individual accountability within group work, challenges remained particularly in ensuring task clarity and defining roles. Common shortcomings in face-to-face interactions included limited positive feedback, vague cooperative learning goals, and weak lesson openings. Nevertheless, developing interpersonal and small-group social skills such as active listening, clear communication, and mutual respect contributed positively to collaborative learning environments. The study recommends establishing clear structures for individual accountability, integrating positive reinforcement strategies, and enhancing face-to-face interaction techniques to improve student motivation, engagement, and collaborative competence.