EFFECTS OF PEER TUTORING STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS' ACHIEVEMENT IN BIOLOGY IN ORUMBA NORTH LOCAL GOVERNMENT AREA, ANAMBRA STATE

Abstract

This study examined the effect of a peer tutoring strategy (PTS) on senior secondary school students’ achievement in Biology. Three research questions and four hypotheses tested at the 0.05 level of significance guided the study. The study adopted a pretest-posttest quasi-experimental research design, with a population of 443 senior secondary two (SS2) students offering Biology in Orumba North LGA in the 2024/2025 academic year. A sample of 61 students was selected using a multi-stage sampling procedure. Biology Achievement Test (BAT), validated by three experts in the field, was used for data collection. The reliability of the BAT was established using Kuder-Richardson 20, which yielded a coefficient value of 0.83. Data were generated for the study through the administration of the BAT during the pretest and posttest stages, with the aid of two research assistants.  The data were analysed using Mean, standard deviation and ANCOVA. The findings of the study revealed that students taught with PTS achieved significantly higher scores than those in the control group, and gender had no significant influence on students’ achievement in Biology. The researchers recommended, among others, that Biology teachers should adopt PTS in Biology classroom instructions, encouraged and retrained by school administrators through seminars and workshops, and be supported financially to do the same.