Effects of Peer-Tutoring Method of Teaching on Academic Achievement in Biology in Senior Secondary Schools in The Federal Capital Territory (FCT), Abuja
Keywords:
Peer tutoring, academic achievement, peer-tutoring methodAbstract
This study examines the effects of peer-tutoring method of teaching on academic achievement in Biology among Senior Secondary School II (SS II) students in the Federal Capital Territory (FCT), Abuja. The study employed a quasi-experimental research design, the pretest–posttest non-equivalent control group design. The population comprised 85,814 SS II Biology students in public secondary schools within the FCT Abuja, from which a sample of 110 students was drawn using a multi-stage sampling technique. The sample consisted of 53 students in the experimental group and 57 students in the control group. Data were collected using Biology Achievement Test (BAT) comprising 40 multiple-choice items. The instrument was validated by experts in science education and measurement, and its reliability was established using the Kuder–Richardson Formula 20 (KR-20), which yielded a coefficient of 0.81. Data collection involved the administration of the BAT as both pretest and posttest to the two groups before and after the instructional treatment. The experimental group was taught using the peer tutoring instructional strategy, while the control group was taught using the conventional teaching method. Data were analyzed using mean and standard deviation to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at the 0.05 level of significance, with pretest scores serving as covariates. The findings of the study revealed a statistically significant difference in the mean academic achievement scores of students taught Biology using peer tutoring and those taught using the conventional teaching method, in favour of the peer tutoring group. The study concluded that peer tutoring is an effective instructional strategy for improving students’ academic achievement in Biology. Based on this finding, it was recommended that Biology teachers should adopt peer tutoring as a learner-centered instructional approach to enhance students’ academic performance in secondary schools.
References
[1] B. G. Aregbesola and Y. Bara’u, “Enhancing conceptual understanding of science education through open educational resources (OER) pedagogy,” in Proceedings of CUSTECH 1st International Educational Conference, 2025. [Online]. Available: http://custechijoe.org.ng
[2] O. C. Azubuike, “Effect of peer tutoring on students’ achievement in Biology in secondary schools,” African Journal of Educational Research, vol. 21, no. 1, pp. 112–120, 2017.
[3] E. J. Chukwuemeka and B. G. Aregbesola, “Secondary school teachers’ proficiency in integrating technology within subject-matter contexts in Nigeria,” Ilorin Journal of Education, vol. 45, no. 2, 2025. [Online]. Available: https://ije.unilorinedu.sch.ng/index.php/ije/article/view/245
[4] P. E. Ehirheme and U. Eze, “Influence of peer tutoring on students’ academic achievement in science subjects,” International Journal of Educational Research, vol. 9, no. 1, pp. 77–85, 2021.
[5] C. G. Ekpo, I. A. Ojelade, and B. G. Aregbesola, “Effects of 3-dimensional computer simulation on secondary school students’ academic achievement in chemistry,” Journal of Science and Science Education, vol. 5, no. 2, pp. 18–25, 2021.
[6] G. Eisenkopf, “Peer effects and student achievement: Evidence from classroom settings,” Education Economics, vol. 26, no. 2, pp. 123–140, 2018.
[7] K. V. Fatokun, F. O. Onwoke, and A. A. Sambo, “Gender differences and students’ achievement in science subjects,” International Journal of Science Education, vol. 40, no. 6, pp. 645–657, 2018.
[8] N. C. Hur-Yagba and B. G. Aregbesola, “Blended learning model for enhancing STEM career awareness among urban and rural secondary school learners,” American Journal of Science on Integration and Human Development, vol. 3, no. 8, pp. 1–12, 2025.
[9] C. C. Ihekwoaba et al., “Biology education and national development in Nigeria,” Journal of Science Education and Practice, vol. 12, no. 1, pp. 56–63, 2020.
[10] G. Ilieva, “Collaborative learning and academic achievement: A review,” Educational Research Review, vol. 14, no. 2, pp. 89–101, 2019.
[11] A. Jibrin and S. D. Zayum, “Effect of peer tutoring on students’ academic achievement in Biology in secondary schools,” Nigerian Journal of Educational Studies, vol. 15, no. 2, pp. 98–105, 2018.
[12] F. R. Kabutu et al., “Academic achievement and instructional strategies in science education,” Journal of Educational Research, vol. 11, no. 1, pp. 67–75, 2018.
[13] T. Longjohn and M. Osila, “Effects of peer tutoring on students’ academic achievement in Biology in secondary schools,” International Journal of Science Education, vol. 44, no. 5, pp. 765–780, 2022.
[14] M. I. Odo and C. Nwachukwu, “Analysis of students’ performance in Biology in WASSCE examinations,” West African Journal of Education, vol. 40, no. 1, pp. 120–130, 2020.
[15] P. N. Okafor and F. O. Arinze, “Gender and academic achievement in science education,” African Journal of Educational Psychology, vol. 6, no. 1, pp. 44–52, 2020.
[16] S. C. Okereke, L. F. Ademiluyi, and A. O. Adeagbo, “Effects of peer tutoring on students’ academic achievement in science subjects,” Journal of Educational Sciences, vol. 14, no. 3, pp. 89–97, 2020.
[17] K. Seo and M. Kim, “Peer tutoring and collaborative learning in secondary education,” Asia-Pacific Education Review, vol. 20, no. 3, pp. 451–463, 2019.
[18] I. B. Sutresna and A. Wijayanti, “Peer tutoring and student motivation in science learning,” International Journal of Instruction, vol. 13, no. 2, pp. 455–470, 2020.
[19] K. J. Topping, D. Duran, and H. Van Keer, “Peer tutoring in education: A systematic review,” Educational Research Review, vol. 25, pp. 1–15, 2018.
[20] A. E. B. Ubom, I. A. Ojelade, B. G. Aregbesola, and F. I. Chiekwene, “Effect of guided discovery teaching strategy on students’ achievement in basic science, Federal Capital Territory, Abuja,” Web of Scholars: Multidimensional Research Journal, vol. 3, no. 8, pp. 50–60, 2024. [Online]. Available: https://innosci.org/wos
[21] E. Yurt and M. Aktaş, “The effects of peer tutoring on academic achievement,” Journal of Education and Training Studies, vol. 4, no. 6, pp. 1–9, 2016.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ubom, A. E. B, Ekpo, C.G, Chigbo, G
This work is licensed under a Creative Commons Attribution 4.0 International License.
