ABSTRACT
This study was designed to determine the
effect of Peer Tutoring Instructional Strategy on the Interest, achievement,
and retention of Senior Secondary School Slow learners in Biology. Six research
questions and six null hypotheses guided this study. The study adopted a non
randomized Pre-test, Post-test quasi-experimental design. The study was carried
out in two co-education secondary schools in Aba Education Zone of Abia State.
The population of the study consisted of 2993 senior secondary two students
(SS2) offering Biology in Abia State and the sample consisted of 77 identified
slow learners from two randomly selected intact classes in the sampled schools.
The two intact classes of approximately 50 students each were assigned to
experimental group and control group randomly. The experimental group was
exposed to Peer Tutoring Instructional Strategy while the control group was
exposed to Conventional Teaching Method. Data for the study were collected
through two instruments: Biology Achievement & Retention Test (BART) and
Biology Interest Rating Scale (BIRS). Data for the study were analysed using
mean, standard deviation and analysis of covariance (ANCOVA) statistics. The
null hypotheses were tested at .05 level of probability. Findings of the study
revealed that the Slow Learners in the
Experimental Group achieved better in
Biology than the slow learners in the Control Group. However there was no
significant difference in the mean interest and achievement scores of Slow
Learners taught in the Experimental Group and those taught in the Control
group. The study also revealed that there was no significant difference in the
achievement and interest of male and female slow learners taught in the
Experimental Group and those taught in the Control group. but there was a
significant difference between the mean Retention scores of male and female
slow learners taught Biology concepts in the Experimental Group and those
taught in the Control group with those taught in the Experimental group having
higher mean gain. Based on the findings of the study, it was recommended that Biology teachers should endeavour to
develop and adopt Peer Tutoring learning strategy as it would enhance overall
interest, retention and achievement as
well as help reduce gender gap in Biology. Regular sensitization workshop should
be organized by the different professional bodies such as STAN to retrain
Biology teachers on the development and use of Peer Tutoring Instructional
Strategy.
NGOZI, G (2022). Effect Of Peer Tutoring Instructional Strategy On Interest, Achievement And Retention Of Senior Secondary School Slow Learners In Biology. Mouau.afribary.org: Retrieved Dec 24, 2024, from https://repository.mouau.edu.ng/work/view/effect-of-peer-tutoring-instructional-strategy-on-interest-achievement-and-retention-of-senior-secondary-school-slow-learners-in-biology-7-2
GLADYS, NGOZI. "Effect Of Peer Tutoring Instructional Strategy On Interest, Achievement And Retention Of Senior Secondary School Slow Learners In Biology" Mouau.afribary.org. Mouau.afribary.org, 17 Oct. 2022, https://repository.mouau.edu.ng/work/view/effect-of-peer-tutoring-instructional-strategy-on-interest-achievement-and-retention-of-senior-secondary-school-slow-learners-in-biology-7-2. Accessed 24 Dec. 2024.
GLADYS, NGOZI. "Effect Of Peer Tutoring Instructional Strategy On Interest, Achievement And Retention Of Senior Secondary School Slow Learners In Biology". Mouau.afribary.org, Mouau.afribary.org, 17 Oct. 2022. Web. 24 Dec. 2024. < https://repository.mouau.edu.ng/work/view/effect-of-peer-tutoring-instructional-strategy-on-interest-achievement-and-retention-of-senior-secondary-school-slow-learners-in-biology-7-2 >.
GLADYS, NGOZI. "Effect Of Peer Tutoring Instructional Strategy On Interest, Achievement And Retention Of Senior Secondary School Slow Learners In Biology" Mouau.afribary.org (2022). Accessed 24 Dec. 2024. https://repository.mouau.edu.ng/work/view/effect-of-peer-tutoring-instructional-strategy-on-interest-achievement-and-retention-of-senior-secondary-school-slow-learners-in-biology-7-2