Please use this identifier to cite or link to this item:
Title: Impact of Class-Wide Peer-Tutoring Strategy on Secondary School Slow Learners’ Performance in Redox Reactions in Funtua, Katsina State- Nigeria
Keywords: Academic Performance
Class-wide Peer-tutoring
Redox Reaction and Slow Learners
Issue Date: 5-Sep-2016
Publisher: Chitkara University Publications
Abstract: The performance of senior secondary school students in chemistry has been very poor over the years in Nigeria. Teachers’ use of inappropriate instructional strategies and students varied abilities has been identified responsible for this problem. This study examined the impact of Class-Wide Peer-Tutoring Strategy on secondary school slow learners’ performance in redox reactions in Funtua Education Zone, Katsina State, Nigeria. Quasi– experimental design was adopted for the study. The study involved a population of 977 SS2 Students. A of sample of 108 slow learners drawn from two secondary schools were used. Three research hypotheses guided the study. Treatment involved teaching experimental group by trained peer tutors using CWPT while the control group was taught by the teacher using lecture method. Redox Performance Test (REPT) duly validated by experts with a reliability coefficient of 0.85 obtained using test retest method was used for data collection. Hypotheses were tested using t-test at 0.05 levels of significance. Results revealed that slow learners taught by peer tutors using CWPT performed significantly better than those taught by the teachers using lecture method. The study recommended that chemistry teachers should be train through workshops, seminars and conferences on the use of class-wide peer-tutoring strategy in teaching and learning of chemistry.
ISSN: Print 2320-7655
Online 2320-8805
Appears in Collections:IIE Volume 4 Number 2 (September - 2016)

Files in This Item:
File Description SizeFormat 
42007_IIE_ Abdulmalik.pdf237.48 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.