Effects of Peer Tutoring Approach on Senior Secondary School Mathematics Students’ Achievement in Biu Educational Zone, Borno State, Nigeria

Abstract

Mathematics at the basic and secondary school level is mostly hated by students because of its abstract nature and how it is presented resulted lead to much failure in WASSCE. The thrust of the study is to determine the effects of the peer tutoring approach on senior secondary school mathematics students’ achievement in Biu Local Government Borno State. The design is pre-test post-test quasi-experimental research. The sample of 126 (SSSII) mathematics students was drawn from four randomly sampled secondary schools in Biu Local Government, Borno State. The study was guided by two research questions where the treatment for the experimental group was done by peer tutoring while the control group was taught by a conventional method. The instrument used for data collection was the Achievement Mathematics Test (AMT) which was subjected to both content and face validity with a reliability coefficient of 0.77 by Kuder Richardson (KR 20) method. Mean and Standard Deviation were used to answer the research question. The findings of the study provided the empirical basis to recommend that secondary school teachers should always peer tutoring in mathematics teaching.