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Effect of Peer-Tutoring Strategy on Senior Secondary School Students’ Achievement in Mathematics

Adeneye Olarewaju A. Awofala(1), Felicia O. O. Agbolade(2),


(1) University of Lagos
(2) Somolu Local Government Education Authority
Corresponding Author

Abstract


This study examined the effect of peer-tutoring strategy on senior secondary school students’ achievement in mathematics. The quantitative study was carried out with 210 students within the blueprint of a pretest-posttest quasi-experimental group research design. One instrument named the Mathematics Achievement Test (MAT) with a reliability coefficient of 0.84 was used to collect primary data relating to students’ achievement in mathematics from six schools in education district II of Lagos State, Nigeria. Descriptive statistics of mean and standard deviation were used to answer the research questions while the inferential statistic of Analysis of Covariance (ANCOVA) was used to test the hypotheses at a 5% level of significance. The findings showed that peer tutoring has a significant main effect on secondary school students’ achievement in mathematics. Gender has no significant influence on students’ achievement in mathematics.Based on the findings of the study, the following recommendations were made: Education planners at the secondary school level should develop a policy of education whereby peer tutoring would be officially recognized as a teaching strategy for enhancing achievement in mathematics. Senior secondary school students should be encouraged to organize peer-tutoring classes for each other to gain maximally from its efficacy in mathematics.

Keywords


Achievement; Mathematics; Peer-tutoring; Senior secondary school; Strategy

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