EFFECTS OF PEER-TUTORING TEACHING STRATEGY ON THE ACADEMIC ACHIEVEMENT OF BUSINESS STUDIES STUDENTS IN OYO STATE
Abstract
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The main purpose of the study was to examine the effects of peer tutoring teaching strategy and as well as gender on business studies academic achievement in secondary schools. Two research questions and two hypotheses guided the study. The population of the study consisted of all junior secondary school students in 602 secondary schools offering business studies in Oyo State in 2018/2019 academic session. The sample size consisted of 145 students using purposive sampling technique. The instrument for data collection was Business Studies Achievement Test (BSAT) which was validated by three experts from the department of business and entrepreneurship education, Kwara State University, Malete. A reliability co-efficient of 0.77 was obtained for the test items using Kuder Richardson (KR20). Mean was used to answer the research questions while analysis of covariance (ANCOVA) was used to analyse the formulated hypotheses. Findings revealed that students taught using peer-tutoring teaching strategies performed significantly better than those taught using conventional teaching strategy. Also, gender from the study has no significant effect on the students’ business studies academic achievement if taught using peer-tutoring teaching strategy. Based on the findings, it was concluded that peer-tutoring teaching strategy is capable of stimulating academic achievement of business studies students in Oyo State. The study among others recommended that peer-tutoring teaching strategy should be adopted by business studies teachers to supplement teaching in secondary schools. Â
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