Effect of Reciprocal Peer Tutoring Strategy on Biology Students' Performance and Interest in Life Organization in Senior Secondary Schools in Katsina Local Government
DOI:
https://doi.org/10.70886/ujer.24124.012Keywords:
Reciprocal peer tutoring, academic performance, interestAbstract
The study assessed the effect of reciprocal peer tutoring strategy on biology students' performance and interest in life organization in senior secondary schools in Katsina Local Government. The study was guided by two research objectives, answered two research questions and tested two null hypotheses. Quasi experimental design using pre-test and post-test was adopted for the study. . The population of the study consist of all the public senior secondary schools (SS II) in Katsina local government with the population of 12176. The study used the sample of two senior secondary schools and students of two intact classes from the sample school. The two intact classes were selected from the two sample schools respectively using purposive sampling technique. A self made Research Questionnaire and a performance test were used to guide the study. The instruments were pilot tested and the reliability index of the instruments were 0.785 and 0.987 respectively. Data collected were analyzed using descriptive statistics of mean and standard deviation to answer research questions and while t-test independent sample was used to test hypotheses formulated for the study at 0.05 level of significance. The findings of the study indicated that reciprocal peer tutoring strategy is an important predictor in promoting students academic performance. Recommendations were made in line with the findings of the study they include there is need to employ more teachers and motivate teachers on the used of reciprocal peer tutoring strategy as well as adequate instructional materials to properly implement the strategy in senior secondary schools, their is need to re-train biology, geography, Islamic studies and social studies teachers to acquire more teaching skills of reciprocal peer tutoring strategy for effective use of appropriate methodology and evaluation strategy in reciprocal peer tutoring in secondary schools.
References
Dewey, J. (1978). Interest and effort in education. Houghton Mifflin. etd.isu.edu
Egbule, O. J. (2004). School facilities and academic achievement of secondary school agricultural science in Ekiti State, Nigeria. Asian Social Science, 7(7), 64–74.
Ewe, E. A. N. (2023). Domain-specific school achievement in boys and girls as predicted by intelligence, personality, and motivation. Personality and Individual Differences, 48(3), 481–486.
Ezenwosu, L. A. D. (2013). Sex differences in reasoning abilities: Surprising evidence that male-female ratios in the tails of the quantitative reasoning distribution have increased. Intelligence, 41(4), 263–274.
Fantuzzo, J. W., & Rohrebeck, C. A. (1992). Self-managed groups: Fitting self-management approaches into classroom systems. School Psychology Review, 21(2), 225–264.
Fantuzzo, J. W., King, J. A., & Heller, L. R. (1992). Cross-age peer tutoring: A strategy for promoting self-determination in students with severe emotional disabilities/behavior disorder preventing school failure. Educational Psychology, 39(4), 32–38.
Gottfried, Treviranus, R. (1802). Biology in the Nineteenth Century: problems of form, function, and transformation. Cambridge: Cambridge University Press. ISBN 978-0-521-29293-1.
Jean-B, Lamarch. (1802). "Lamarck, evolution, and the politics of science". Journal of the History of Biology. 3 (2): 275–298.
Karl Friedrich, B. (1800). Evolution in Four Dimensions: Genetic, Epigenetic, Behavioral, and Symbolic Variation in the History of Life. Cambridge, MA: MIT Press. ISBN 978-0-262-60069-9.
Kuncel, K., & Thomas, T. P. (2005). Students' interest and achievement: Developmental issues raised by a case study. In A. Wigfield & J. S. Eccles (Eds.), The development of achievement motivation (pp. 173–195). Academic Press.
Pigott, H. E., Fantuzzo, J. W., & Clement, P. W. (1986). The effects of reciprocal peer tutoring and group contingencies on the academic performance of elementary school children. Journal of Applied Behavior Analysis, 19(1), 93–98.
Sunny, P. M., & Martha, O. M. (2023). The effectiveness of peer tutoring on student achievement at the university level. American Economic Review, 100(2), 277–282.
Thomas, B. (1799). Impact of performance in biology among senior secondary students in Cambridge University. Languages and Translation, 25, 75–82.
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
UMYU Journal of Educational Research recognizes the importance of protecting authors’ intellectual property while promoting the free exchange of scientific knowledge. The journal adopts a copyright-retention model that empowers authors to maintain ownership of their work while granting the journal rights necessary for publication and dissemination.
1. Copyright Ownership
Authors publishing with UMYU Journal of Educational Research retain full copyright and publishing rights to their work. By submitting a manuscript, authors agree to grant the journal a non-exclusive license to publish, reproduce, distribute, and archive the article in all forms and media for the purpose of scholarly communication.
2. Licensing Terms
All articles are published under the Creative Commons Attribution–NonCommercial (CC BY-NC) license.
This license permits others to:
- Share - copy and redistribute the material in any medium or format.
- Adapt - remix, transform, and build upon the material.
- For non-commercial purposes only, provided that proper credit is given to the original author(s) and UMYU Journal of Educational Research as the source, a link to the license is provided, and any modifications are clearly indicated.
Commercial reuse or distribution of the content requires written permission from both the author and the editorial office.
3. Author Rights
Authors are free to:
- Deposit all versions of their manuscript (preprint, accepted version, and published version) in institutional, disciplinary, or public repositories without embargo.
- Use and distribute their published article for non-commercial scholarly purposes, including teaching, conference presentations, and research sharing.
- Include their work in future books, theses, or compilations, provided proper citation to the journal is made.
4. Publisher’s Rights
Upon publication, UMYU Journal of Educational Research retains the right to:
- Host, index, and disseminate the article through the journal’s website and partner databases.
- Archive the content in long-term preservation systems such as the PKP Preservation Network (PKP-PN) and the Umaru Musa Yar’adua University Institutional Repository.
5. Attribution and Citation
Users must give appropriate credit to the author(s), include a link to the article’s DOI or the journal webpage, and indicate if changes were made. Proper citation is required whenever the work is reused or referenced.
6. License Reference
For detailed terms of use, please refer to the Creative Commons Attribution–NonCommercial 4.0 International License (CC BY-NC 4.0):
https://creativecommons.org/licenses/by-nc/4.0/
