Peer Tutoring Strategy And Senior Secondary Students’ Performance In Mathematics In Emohua Local Government Area Of Rivers State Nigeria

Abstract

This study determined how peer tutoring affected senior secondary students' academic performance and retention in algebra. Two research questions and two null hypotheses were established for the study. Pretest, posttest, and post-posttest were all used in the study's quasi-experimental design. A sample of 114 senior secondary II students in Emohua Local Government Area, Rivers State Nigeria were chosen at random from the population. Data from the study were gathered using a 25-item multiple-choice examination. While the control group received instruction in algebra using the teacher's deductive teaching style, the experimental group received instruction in algebra using the peer tutoring instructional strategy. An internal consistency of 0.81 was obtained using the Kuder Richardson Formula 21. At a significance level of 0.05, the analysis employed the mean, standard deviation, and analysis of covariance. The results revealed a statistically significant difference between the students who were taught algebra using a peer tutoring technique and those who were taught using a teacher deductive teaching method in terms of performance and retention. It was recommended among others that mathematics teachers should sometimes employ peer tutoring strategy to enhance students’ performance and retention in mathematics.