Effect of Peer Tutoring on Biology Achievement Among Secondary School Students

https://doi.org/10.55549/ijasse.37

Abstract

This study investigated the effect of peer tutoring on the biology achievement of secondary school students in Epe Local Government Area (LGA) of Lagos, Nigeria. A quasi-experimental pretest-posttest control group design was adopted for the research. Two research questions and two hypotheses were formulated to guide the study. The sample consisted of two intact classes selected through simple random sampling, comprising 160 Senior Secondary II students. Data were collected using a 30-item multiple-choice Biology Achievement Test (BAT), with a reliability coefficient of 0.75, as determined by the Kuder-Richardson Formula 21 (KR-21). Mean and standard deviation were used to answer the research questions, while ANCOVA and t-test were employed to test the null hypotheses at a 0.05 level of significance. The findings revealed that peer tutoring significantly improved students’ biology achievement, with students taught using peer tutoring outperforming those taught through conventional methods. Furthermore, the study found no significant difference in the effect of peer tutoring based on gender, indicating that both male and female students benefited equally from the method. It is recommended that peer tutoring be integrated into biology instruction, alongside other active learning strategies, to enhance students' academic achievement in the subject.