EFFECTS OF PEER TUTORING INSTRUCTIONAL STRATEGY ON STUDENTS' ACADEMIC ACHIEVEMENTS IN ORGANIC CHEMISTRY IN ONDO STATE, NIGERIA
Keywords:
Peer tutoring, Academic achievement, hydrocarbons, instructional strategy, organic chemistryAbstract
The academic achievements of students in examinations are related
to numerous factors with instructional strategy being the principal.
The research focused on how peer tutoring instructional strategy
impacts on the academic achievements of students undertaking
organic chemistry in Ondo state, Nigeria. The study population was
all the science students in SSS II in Ondo state. A pretest posttest
control group quasi-experimental design was employed in which
peer tutoring was used as the experimental group and the
conventional teaching method as the control group. The study sample
composed of 80 students in two intact classes in two secondary
schools in Ondo state using multi stage sampling procedure as the
sampling method in the study. The experimental group included 40
students and the control 40 students. As the research instrument,
Chemistry Achievement Test (CAT) on hydrocarbon was validated.
Its reliability test was done using Kuder Richardson 20 and a
reliability coefficient of 0.896 was achieved. There was a pre-test and
then there was an administration of a post-test after six weeks of
treatment. For data analysis, descriptive statistics such as mean and standard deviation and inferential statistics (independent and paired
samples t-test) were used in testing the hypotheses at 0.05 level of
significance. The findings indicated that the experimental group that
had a post-test mean score of 21.55 (SD = 4.05) achieved better
compared with control group that had a post-test mean score of 19.05
(SD = 3.94). A significant difference existed in the academic
achievement of the students who were exposed to the experimental
and control group (t= 2.849, p= 0.006) but the achievement of the
students in terms of gender did not differ significantly. It was
established that peer tutoring is an improved method of teaching than
the traditional teaching approach. Hence, peer tutoring instructional
strategy should be used by chemistry educators in their everyday
lesson
