Author: Olawoyin Rasheed Olawale
Department: Vocational Education
Affiliation: Nnamdi Azikiwe University Awka

The objectives for which business studies as a subject is included in the curriculum of junior secondary schools are to facilitate the acquisition of basic knowledge of business, help students develop basic skills for office occupation for personal use and to prepare them for further training in business education. Students of junior secondary schools have proven achievement of these objectives to be difficult due to the perennial poor performance in the subject. This study therefore, investigated effects of reciprocal peer tutoring on students’ achievement in business studies in Oyo education zone of Oyo state. Quasi-experimental design of non-equivalent control group was adopted. Four research questions were raised and answered while four null hypotheses were tested at 0.05 level of significance. A total of 76 junior secondary school II students participated in the study. An instrument titled Business Studies Achievement Test (BSAT) was used for data collection. The instrument was face validated by two experts. The instrument produced a test-retest reliability coefficient value of 0.86. The arithmetic mean was used to answer research questions while Analysis of Covariance (ANCOVA) was used in testing the null hypotheses at 0.05 level of significance. The findings from the study revealed that students who were taught business studies using reciprocal peertutoring (RPT) performed higher than the students taught using conventional method at post-test. The outcome of the study also revealed that male and female students taught using RPT were not significantly different in their achievement in business studies. It was therefore recommended that the Nigerian government and other stakeholders should encourage the use of RPT in teaching business studies and other vocational subjects with a view to improving students understanding and achievement in the subjects.

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