Effect of class-wide and cross-age peer tutoring on students’ academic performance in junior secondary schools, Nigeria
| dc.contributor.author | Afolabi S.O and Falade CA | |
| dc.date.accessioned | 2023-08-10T09:24:22Z | |
| dc.date.available | 2023-08-10T09:24:22Z | |
| dc.date.issued | 2021-09-15 | |
| dc.description | The class-wide and cross-age peer tutoring had significant positive effect on students’ academic performance in business studies as class-wide peer tutoring was found to be more effective in urban area of south-west in Nigeria. Tthe following recommendations are made: 1. Business Studies teachers should use class-wide peer tutoring to improve the academic performance of students in business studies. 2. Business Studies teachers should use cross-age peer tutoring to improve the academic performance of business studies students. 3. The female students offering business studies in junior secondary schools should be encouraged to participate in class-wide, and cross-age peer tutoring for improved academic performance like their male counterpart. | |
| dc.description.abstract | 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. | |
| dc.description.sponsorship | Brookes College – Calgary Canada | |
| dc.identifier.issn | 2563-8866 | |
| dc.identifier.uri | https://kwasuspace.kwasu.edu.ng/handle/123456789/824 | |
| dc.language.iso | en | |
| dc.publisher | Brookes College – Calgary Canada | |
| dc.relation.ispartofseries | 1 | |
| dc.title | Effect of class-wide and cross-age peer tutoring on students’ academic performance in junior secondary schools, Nigeria | |
| dc.type | Article |