Cross-Age Peer Tutoring and Demonstration Strategies as Interventions for Enhancing Social Studies Performance in Basic 3 Pupils with ADHD in Port Harcourt Metropolis
Keywords:
Class-Age Peer Tutoring, Demonstration Method, Academic Performance, Basic 3, ADHDAbstract
The paper examined cross-age peer tutoring and the demonstration method on the academic performance of Basic 3 pupils with Attention Deficit Hyperactivity Disorder (ADHD) in Social Studies within Port Harcourt Metropolis, Rivers State. The study was structured around a defined objective, research question, and hypothesis. A quasi-experimental design was adopted, targeting a population of 1,157 Basic 3 pupils with ADHD drawn from 55 primary schools. From this population, a sample size of 105 pupils was selected for the study. Data collection was conducted using the Social Studies Performance Test (SSPT), which underwent validation by the research supervisor and two subject-matter experts from the Department of Curriculum and Instructional Technology, Faculty of Education, Ignatius Ajuru University of Education. The instrument's reliability was established through a test-retest approach, yielding a Pearson Product Moment Correlation coefficient of 0.750. Data analysis involved descriptive statistics such as mean and standard deviation to address the research questions, while the hypothesis was tested using Analysis of Covariance (ANCOVA) at a 0.05 significance level. The findings revealed that ADHD pupils taught through cross-age peer tutoring exhibited significantly higher academic performance compared to their counterparts taught using the demonstration method. In light on these findings, it is recommended that educators and school administrators prioritize the implementation of cross-age peer tutoring as a teaching strategy. This approach encourages collaboration, improves peer relationships, and effectively enhances the academic performance of Basic 3 pupils with ADHD, particularly in Social Studies and other related subjects.
References
American Psychiatric Association (APA). (2020). Diagnostic and Statistical Manual of Mental Disorders (5th ed.). Washington, DC: APA Publishing.
Barkley, R. A. (2021). Executive functions and self-regulation: Implications for Understanding and managing adhd. new york: guilford press.
Kearns, C. E., Rogers, S., & Finn, K. (2022). The impact of ADHD on academic performance: challenges and interventions. Journal of Educational Psychology, 114(3), 456–470.
Lieberman, D. A., Johnson, C. L., & Lee, M. K. (2017). The value of cross-age peer tutoring: Enhancing student learning and tutor development. Journal of Educational Psychology, 45(2), 130-145.
Liu, X., & Goh, C. (2022). Cross-age peer tutoring: A developmental model for cognitive and emotional support. Educational Research and Development Journal, 34(2), 112-128.
Müller, T., Smith, A., & Zhao, L. (2021). The role of demonstration methods in enhancing learning outcomes for students with learning disabilities. Journal of Special Education Research, 29(1), 67-85.
National Institute of Mental Health (NIMH). (2021). Attention-Deficit/Hyperactivity Disorder (ADHD): Overview and Management.
Pina, R., Chavez, D., & Santos, E. (2021). Attention retention challenges in ADHD students: Impacts on academic performance. Journal of Child Psychology and Education, 45(3), 245-261.
Roscoe, R., & Chi, M. (2021). The benefits of peer tutoring: A dual perspective for cognitive and educational gains. Learning and Instruction, 71, 101-115.
Tashakkori, A., & Teddlie, C. (2020). Enhancing engagement in ADHD students through demonstration-based learning. Teaching Strategies Quarterly, 19(4), 34-49.
Topping, K. J. (2021). Cross-age peer tutoring: A review of educational outcomes for tutors and tutees. International Journal of Peer Learning, 12(2), 97-120.
Topping, K. J., & Ehly, S. (2020). Peer-assisted learning strategies: Enhancing academic performance in inclusive classrooms. Educational Psychology Review, 32(3), 567-589
