DOI: 10.36347/sjet.2021.v09i02.003

Pages: 28-34

This study investigated the effect of peer tutoring instructional strategy and senior Secondary school Computer Studies students’ academic achievement in Enugu State, Nigeria. The study employed a non equivalent control group quasi experimental design. The sample for the study comprised of seventy eight (78) Senior Secondary School II (SS II) students drawn from two co-education schools in Enugu East Local Government Area of Enugu State, Nigeria. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. Computer Studies Achievement Test (CSAT) with a reliability coefficient of 0.75 using KR-20 was adopted for this study. The instrument was duly validated. Mean, Standard Deviation and ANCOVA statistic was used to answer the research questions and test the research hypotheses respectively. The results revealed that students taught Computer Studies using reciprocal peer tutoring instructional strategy recorded higher achievement than those taught using conventional method (lecture method). Female students taught Computer Studies using reciprocal peer instructional strategy obtained slightly higher mean score than male students. Again, there is a significant difference in Computer Studies academic achievement between students who are taught using reciprocal peer tutoring instructional strategy and those taught using conventional method (lecture method). And, there is no significant difference in Computer Studies academic achievement between male and female students taught using reciprocal peer tutoring instructional strategy. The recommendations among others are:- There should be training and retraining of teachers through seminar and workshops organized by schools, non-government organization and ministries of education to aid the teacher’s acquire and adopt students centered approach in teaching to improve the student’s academic achievement in Computer Studies. Management of institutions should organize and sponsor.......