EFFECTS OF PEER TUTORING STRATEGY ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN CHEMISTRY IN LAGOS ISLAND LOCAL GOVERNMENT AREA OF LAGOS STATE

Abstract

The purpose of the study is to examine the effect of Peer-Tutoring strategy on students’ achievement in Electrolysis. It also aimed at determining the effects of peer-tutoring on students’ achievement in Electrolysis relative to their gender. All with a view of finding a solution to the poor performance of Secondary School Students in Chemistry. Quasi-experimental design was used in the study. The Students’ Chemistry Achievement Test (SCAT) was used for both the pre- tests and post-tests. The SCAT was a 20-option multiple choice objective test covering Electrolysis concept. The instrument and lesson plans were validated before use. The research hypotheses were tested using t-test at 0.05 level of significance. The study revealed that peer-tutoring strategy significantly increased the students’ achievement in Electrolysis concept compared with the conventional method of teaching. Overall, the study indicated that peer-tutoring strategy is a measure to reduce the poor performances of Secondary School Students in Chemistry. It was recommended that peer-tutoring strategy should be included in the Chemistry teacher curriculum in institutions of learning, as well as incorporated into Teachers’ Continuous Professional Devel opment Programmes.