Peer Tutoring Instructional Strategy and Academic Performance of Secondary School Students in Chemistry
DOI:
https://doi.org/10.63561/fnas-jmse.v6i4.925Keywords:
Peer Tutoring, Instructional Strategy, Academic Performance, Secondary School Students, ChemistryAbstract
This study investigated the effect of peer tutoring instructional strategy on the academic performance of senior secondary school students in Chemistry in Port Harcourt metropolis of Rivers State, Nigeria. Four research questions were used and 4 hypotheses, which were tested at the .05 level of significance, guided the study. The study adopted quasi quasi-experimental research design. A sample size of two hundred and forty (240) SS 2 Chemistry students participated in the study, comprising (140) males and (100) females. The purposive sampling technique was used to obtain 2 schools which 4 intact classes were selected, with 2 from each of the two schools that participated in the study. The Chemistry Performance Test (CPT) instrument was used to collect data for the study. The data collected were analysed by using mean and standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at the .05 level of significance. The study found that, collaborative and think-pair-share peer instruction were better than discussion method, P < .05. The study also found that, gender had no significant effect in both collaborative and Think-pair-share peer instruction P >.05. Based on the findings, the following recommendations were made; collaborative and Think-pair-share peer instructional strategy should be used in schools as they are good innovative pedagogical strategies irrespective of the students’ gender. The Ministry of Education should organise seminars and workshops for teachers to acquaint them with the knowledge of those innovative, centred strategies.
References
Abdulahi, D.R. (2018). Differential effects of project based group discussion and self regulated learning techniques on academic achievement in biology. International Journal of Education Learning and Development, 5(4), 96-108.
Agu, P.A. & Samuel, I.R. (2019). Effect of peer tutoring strategy on achievement of basic science and technology students with learning in Nasarawa State, Nigeria. East African Journal of Education, Humanities and Literature, 1(2), 7- 54.
Ajeyemi, D., & Owoyemi, T.E. (2016). Strategies for teaching carbon and its compound, hydrocarbon and crude oil in secondary schools. Science Teachers Association of Nigeria. Chemistry Pannel Series 10.
Chikendu, R.C., Obikiezie, M.C., & Eke, J.A. (2021). Comparative group learning strategy on secondary school students’ achievement and retention in Chemistry. GIS Business, 16(2), 127 – 139
Ghulan, A.B., Zeecham, B., Sajjudur Rehuman, B., & Sindhu, J. (2001). Multimedia based learning paradigm for school going children using 3D animation. University of Sindhu Journal of Information and Communication (USJCT), 2(4) 200 – 207.
Gorcia-Gonzalez, A., Budyo, VAT., Duraes, L, Erkey, E., Del Gaudio, P., Guiriko, P., & Suniova, I. (2019). An opinion paper on area set for biomedical and environment applications molecules, 24 (9), 1-15
Lundberg, T.R., Feuerbache, J., Sinkel, M., & Schuman, M. (2022). Peer tutoring to spelling with elementary-aged students. Journal of Applied School Psychology, (2022), 1-23.
Mark, D.O. (2024). Peer tutoring instructional strategy and academic performance of senior secondary school students in Chemistry in Delta State. Unpublished student Ph.D Thesis, IAUE, Port Harcourt.
Njoku, Z.C. (2001). Primary teachers perception of girls in learning of science. 42nd Annual Conference Proceeding of the Science Teachers Association of Nigeria (STAN), 360 – 363
Nurhidayat, N., Jariono, G, Sudamanto, E; Kumiadwan, A.T. Triadi, C., & Anisa, M.N. (2021). Teacher strategy in reading hyperactive behaviour of children with special need during pandemic COVID-19 at SLBN Sukoharjo. International Journal of Economy Education and Entrepreneurship, 1(1), 79 - 86
Obikezie, M.C., Abumchukwu, A.A. & Chikendu, R.E. (2021). Effect of contextual teaching learning approach on students’ retention in Chemistry in secondary schools in Anambra State. International Journal of Trends in Scientific Research Development (JITSR), 5(3), 404 – 409
Okoli, J.N. (2012). Gender mainstreaming a strategy for promoting gender equality in science and technology education. Science Teachers Association of Nigeria 53rd Annual Conference Proceeding.
Olalekan, A.B. (2016). Influence of peer group relationship on the academic performance of students in secondary schools: A case study of selected secondary schools in Artiba local government area of Oyo State. Global Journal of Humanities Psychology, 16(4) 35 – 47
Samuel, N.N.C & Obikezie, M.C. (2020). Effect contextual teaching – learning approach on students’ achievement in Chemistry in secondary schools in Anambra State, Nigeria. International Journal of Innovative Research and Development, 9(2), 97 – 101
Sani, A. (2013). Effect of differential instructional strategies on students’ retention in geometry in FCT senior secondary schools, Abuja, Nigeria. Global Journal of Education Research, 2(4), 1-7
WAEC (2018). Chief examiners report, 2011, 2012, 2013, 2014, 2015, 2016, 2017 and 2018 www.waeconline.org.Ng/Elearning/Biology/Domain
Wagbara, O.S. & Ikwut, E.F. (2024). Scientific literacy and human capacity building in science education: A key to sustainable national development. Festschrift in Honour of Prof. Alabo Tuguel Nayeiyi Agina Obu 102 – 107
Wagbara, O.S. (2024). Problem solving: An effective strategy for teaching calculations involving determination of solubility and chemistry students academic achievement in Rivers State, Nigeria RTK International Journal Science and Technology Research, 10(1), 137 - 147
Welfe, B. (2018). The impact of peer tutoring model on the academic performance of secondary school students. PhD Thesis submitted for University of South Carolina. Retrieved from https://scholarcommons.edu/efd 468
