Abstract

THE INFLUENCE OF COMPLEMENTARY PEER TUTORED MATHEMATICS TEACHING APPROACH AMONG SENIOR MATHEMATICS STUDENTS? IN DELTA STATE.

Ejakpovi S.U., Uveruveh F.O. And Ozobokeme J.K.

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Abstract This paper focused on the use of Complementary Peer Tutored Mathematics Teaching Approach (CPTMTA) which is a teaching method that is applied in teaching Mathematics concept to Mathematics learners after the conventional Mathematics approach(CMA) by the Mathematics teacher. The study is a quasi-experimental design with sample from nineteen thousand, three hundred and sixty eight (19, 368) students from twenty five (25) public senior secondary schools in Udu Local government areas of Delta State, Nigeria. The stratified sampling technique was adopted to select two hundred and fifty (250) students in strata A and B from five (5) secondary schools. The instrument used to elicit responses from the respondents was researcher?s developed questionnaire entitled ?Complementary Peer Tutored Mathematics Test Questionnaire (CPTMTQ)?.The study was guided by three (3) research questions and three (3) formulated research hypotheses, which were answered and tested by the mean, standard deviation and ANCOVA statistic at 5% level of significance respectively. The findings of the study revealed that students? who were exposed to Mathematics concept through Complementary Peer Tutored Mathematics Teaching Approach (CPTMTA)have better performance over students? who were exposed to Mathematics concept using the only theconventional Mathematics approach(CMA). In line with this finding, it was recommended among others that Mathematics teachers? at the secondary school level should apply Complementary Peer Tutored Mathematics Teaching Approach (CPTMTA) in order to boost student?s performance in Mathematics. Key Words: Complementary Peer Tutored Mathematics Teaching Approach (CPTMTA); Stratified sampling and quasi-experimental design.

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