Odo, Stella Obianma
Department of Social Studies
Ebonyi State College of Education, Ikwo.
Ebonyi State, Nigeria.
Abstract.
The study examined the effect of peer tutoring strategy on upper basic school students’ achievement in social studies in Onueke Education zone of Ebonyi State. Three specific purposes of study were ascertained the effect of peer tutoring strategy on students’ mean achievement in social studies, ascertain the effect of peer tutoring strategy on the mean achievement of male and female students, examine the interaction effects of instructional strategies and gender on students’ achievement in social studies. Three
research questions and three null hypotheses were formulated to guided the conduct of the study. The design of the study was quasi-experimental research design and the population of the study was four thousand, eight hundred and twelve (4, 8, 12) upper basic two students in public upper basic schools in Onueke education zone of Ebonyi State. The instrument used for data collection was social studies multiple choke test (SOSMCT). Data were analyzed using mean and standard deviation for all research
questions and analysis of co-variance (ANCOVA) were used to test the null hypotheses. The findings of the study revealed that: the mean achievement score of upper basic school students taught social studies using peer tutoring strategies was higher than those taught using conventional strategies. Female upper basic school students obtained higher mean scores than male students taught social studies using peer tutoring strategy and there were no significant interaction effects between strategies and gender in upper
basic school students’ achievement in social studies and the results of data analysis using ANCOVA revealed that there were significant differences in the mean achievement scores of upper basic school students taught social studies using peer tutoring strategy. Based on these findings the researcher recommended that social studies teachers should be encouraged to use instructional strategies that enhance students’ active participation in the instructional processes rather than being passive learners.
Keywords: Effects, Peer – Tutoring, Strategy, Academic Achievement.
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