EFFECT OF PEER TUTORING INSTRUCTIONAL STATEGY ON ACHIEVEMENT IN BIOLOGY OF SENIOR SECONDARY SCHOOL SLOW LEARNERS IN ANAMBRA STATE.

AUTHOR: AZUBUIKE ESTHER NKECHINYERE

DEPARTMENT: SCIENCE EDUCATION

AFFILIATION: NNAMDI AZIKIWE UNIVERSITY, AWKA

This study investigated the effects of peer tutoring instructional strategy on academic achievement of senior secondary school slow learners in biology in Anambra State. Quasi – experimental design was adopted; specifically the pretest posttest non – equivalent control group design. The sample consisted of 42 senior secondary year two biology slow learners drawn from four randomly sampled secondary schools in Awka Education zone of Anambra State. Four research questions and four research hypotheses guided the study. Treatment consisted of teaching biology concepts to the experimental group using peer tutors while the control group was taught by the regular biology teacher. Biology Achievement Test (BAT) was the instrument used for data collection. The BAT was subjected to both content and face validity. The test – retest reliability coefficient was computed using Pearson product moment correlation co-efficient which yielded reliability coefficient of 0.85. Mean and standard deviation were used to answer the research questions while the t-test was used to test the hypotheses at 0.05 level of significance. Results revealed that slow learners taught using peer tutors in the experimental group performed significantly better than those taught by the regular biology teachers in the control group. There was no significant difference in the mean gain scores of male and female slow learners exposed to peer tutoring instructional strategy but there was a significant difference between the mean gain of slow learners taught biology concept using peer tutors and those taught by the regular biology teachers, with the experimental group having a higher mean gain score than the control group. Based on the findings of this study. It was recommended among others that teachers should adopt peer tutoring as an innovative strategy for teaching biology to slow learners in secondary schools. Curriculum planners should include peer tutoring as an instructional strategy for enhancing academic achievement of slow learners.

TO VIEW THE FULL CONTENT OF THIS DOCUMENT, PLEASE VISIT THE UNIZIK LIBRARY WEBSITE USING THIS LINK, http://naulibrary.org/dglibrary/admin/book_directory/Educational_Management_Policy/11394.pdf

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