EFFECT OF PEER-TUTORING STRATEGY ON THE ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS IN ELECTRO CHEMISTRY IN IMO STATE

Abstract

The study examined the effect of peer-tutoring strategy on the academic achievement of secondary school electro-chemistry students in Imo State. The study was guided by two research questions and two null hypotheses. The design of the study was a pre-test -post-test quasi-experimental research design. The study was carried out in Imo State. The population of the study was all the 3,169 Senior Secondary Two (SS2) Chemistry Students in Imo State Government Secondary Schools in 2020/2021 academic session which includes 1,595 male and 1,574 female students.  A sample size of 106 (57 males and 49 females) SSII students were involved in the study. The instrument used for this study was Chemistry Achievement Test (CAT) which was adapted from WAEC and NECO examinations that are related to the topic treated. Face validation of the instrument was established by three experts, two experts in Chemistry Education, and one expert in Measurement and Evaluation, Michael Okpara University of Agriculture, Umudike. The reliability of the instrument for the study was determined using Kuder Richardson 20 formula. The reliability coefficient obtained for the CAT was 0.72. The data collected through the administration of the instruments were analyzed using mean and standard deviation to answer research questions and Analysis of Covariance (ANCOVA) was used to test the null hypotheses at .05 level of significance.  The study revealed that, students taught with peer tutoring strategy achieved more than students taught with lecture method, and there was no significant difference between the male and female students taught with peer tutoring instructional strategy. Based on the findings, it was recommended that Peer-tutoring strategy should be adoptedjj in teaching Chemistry lessons in the classroom than lecture method.