Browsing by Author "Afolabi S.O and Falade CA"

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    Effect of class-wide and cross-age peer tutoring on students’ academic performance in junior secondary schools, Nigeria
    (Brookes College – Calgary Canada, 2021-09-15) Afolabi S.O and Falade CA
    The study made comparative analysis of the class-wide and cross-age peer tutoring in junior Secondary schools in South-Western Nigeria. The study adopted quasi-experimental research design of the non randomized pre-test post-test of the non-equivalent control group. Four research questions were raised and two hypotheses generated at 0.05 level of significance. The population of the study was 372,467 junior secondary school students offering business studies in south-west during the 2019/2020 academic session out of which 230 were drawn as sample using purposive sampling technique. Business Studies Standardized Cognitive Achievement Test (BSAT) was the instrument used, which was validated by three experts from Kwara State University and Ekiti State University. The test re-test method of reliability was employed to obtain a reliability coefficient of 0.67. Mean and Standard Deviation were used to answer the five research questions raised. Analysis of Co-Variance statistical tool was used to test the two null hypotheses at 0.05 level of significance. Findings revealed that students taught using class-wide and cross-age peer tutoring performed significantly better than those taught using traditional teaching strategies. The study revealed that there was no significant gender effect on the academic performance of students taught business studies using class-wide, and cross-age peer tutoring. It was also revealed that there was no significant interaction effect of treatment and gender on students’ academic performance in business studies in junior secondary schools in South-west Nigeria. Therefore, engaging students in their studies allow them to be active in the learning process. It was recommended that teachers should employ both class-wide and cross-age peer tutoring in teaching business studies to encourage students to be active learners.