Effects of Peer Tutoring Strategy on Academic Achievement of Senior Secondary School Students in Technical Drawing in Nigeria
Journal Title: Journal of Education, Society and Behavioural Science - Year 2017, Vol 19, Issue 1
Abstract
This study was designed to determine the Effects of Peer Tutoring Strategy on Academic Achievement of Senior Secondary School Students in Technical Drawing in Ekiti State, Nigeria. The study adopted the quasi-experimental research design, precisely, pre-test, post-test non equivalent control group design which involved groups of students in their intact classes. The population for the study was all 81 SSS II students offering Technical Drawing in all Senior Secondary Schools in Ekiti State. Two research questions and three null hypotheses tested at 0.05 level of significance guided the study. The instrument used for data collection was the Technical Drawing Achievement Test (TDAT), The TDAT instrument was subjected to face and content validation by three experts. The trial test for determining the coefficient of internal consistency and stability of the instrument was carried out using Pearson Product Moment correlation statistics, Kudder –Richardson-20. (K-R.20). The value was found to be 0.70. Mean was used to answer the research questions, while ANCOVA was employed to test the hypotheses. The result of the study indicated that peer tutoring strategy was more effective in improving students’ cognitive achievement than the conventional teaching method. The study also indicated effects of gender on students’ achievements in Technical Drawing favouring girls. There were no interaction effects of treatments and gender on achievement of Senior Secondary School Students in Technical Drawing It was recommended that technical drawing teachers should endeavor to incorporate peer tutoring strategy into the teaching of technical drawing so as to increase achievement and encourage students’ enrolment among other recommendations.
Authors and Affiliations
Peter Ilesanmi Ogundola
Keywords
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- EP ID EP320372
- DOI 10.9734/BJESBS/2017/30419
- Views 136
- Downloads 0
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