Abstract

HEIGHTEN TEACHING AND LEARNING OF MATHEMATICS THROUGH PEER TUTORING

OSHIN Olayemi Oyenike (Ph.D)

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Findings revealed that the teaching methods adopted in most secondary schools is teacher centred which is one of the factors that contributes to below average performance of students and for improved performance in students’ academic performance there is need to shift the teaching strategy from teachers centred to students centred. Therefore, this study found how to improve teaching and learning of Mathematics in secondary schools through Peer Tutoring which is one of the student’s centred methods. Four hypotheses were set at p? 0.05 level of significance. 2X2 factorial design in quasi-experimental research was used. One experimental group and one control group was used for the study. Simple random sampling technique was used to select two local government areas within Oyo town and one school from each of the two LGA. One intact class each was used from the two schools. Analysis of Covariance (ANCOVA) and T-test were used for data analysis. The result revealed that the mean achievement scores of students taught with peer tutoring was 17.56 and 8.19 for those taught with Conventional teaching method. The mean gain in achievement scores of students taught with Peer tutoring was higher than that for Conventional teaching method. There was a statistically significant difference in the mean achievement scores of students exposed to Peer Tutoring and Conventional Teaching methods and male students with mean score 14.63 performed better than the female students with mean of 11.63. There is interaction effect of the two instructional techniques on academic achievement of students. It was concluded that peer tutoring is an effective learning/teaching strategy. For students to be actively involved and perform better it was recommended that Mathematics teachers should combine peer tutoring with conventional teaching method. Key Words: Peer, Tutoring, Mathematics, Achievement, Strategy, schools

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