Effect of Peer-Tutoring Strategy on Performance in Basic Science Concepts among Secondary School Students in Zaria Education Zone, Kaduna State, Nigeria
DOI:
https://doi.org/10.64348/zije.202551Keywords:
; (Peer-tutoring, Basic Science, Academic Performance, GenderAbstract
This study examined the effect of peer-tutoring on academic performance of Junior Secondary School (JSS) students in Basic Science in Zaria Education Zone, Kaduna State, Nigeria. The study was guided by two objectives, two research questions, and two null hypotheses. A pre-test, post-test quasi-experimental design was employed, involving an experimental group taught using peer-tutoring strategy and a control group taught using conventional methods. The population comprised 18,508 students from 28 co-educational schools, with a sample of 125 students selected through purposive and simple random sampling techniques. The Basic Science Concepts Performance Test (BSCPT) was used as the instrument for data collection. The BSCPT was validated by two experts in science education, and its reliability was established at 0.81 using the Kuder-Richardson formula. Data analysis involved descriptive statistics (mean and standard deviation) and inferential statistics (independent sample t-test) at a 0.05 significance level. Findings revealed a significant difference in the academic performance of students taught using peer-tutoring, with a mean difference of 6.35 in favor of the experimental group. Additionally, no significant gender differences were observed in the performance of male and female students exposed to peer-tutoring, indicating its gender-friendly nature. The study concluded that, peer-tutoring significantly improves academic performance in Basic Science concepts and promotes collaborative learning. It was recommended that Basic Science teachers incorporate peer-tutoring into their instructional strategies, curriculum planners integrate it into the curriculum, and textbook authors include peer-tutoring methodologies to enhance student engagement and achievement.
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