EFFECT OF PEER TUTORING METHOD ON STUDENTS’ ACADEMIC PERFORMANCE IN BIOLOGY IN SECONDARY SCHOOL IN RIVERS STATE

Abstract

This research investigated the effect of peer tutoring method on students’ academic performance in biology in AI-emerging society for sustainable development in Rivers State. A quasi - experimental research design was used. The population of the study comprised of 146,125 senior secondary school students of public schools in Rivers State, out of which 116 students were sampled from 6 intact classes in 3 schools (two classes per school). Two objectives, two research questions and two hypotheses guided the study. Biology Performance Test was used as the instrument to collect data for the study. The instrument was validated by two lecturers from the Department of Science Education, Rivers State University, to ascertain the face and content validity. The reliability of the instrument was done using test-retest method, and a coefficient of 0.82 was achieved. The statistical tools used for data analysis were mean and standard deviation to answer the research questions, while z-test was used to test all null hypotheses at 0.05 level of significance. The result from the study revealed that Peer tutoring teaching method was more effective, as students taught with this method performed better than those taught with lecture method. There was no significant difference in the performance of male and female students taught Ecology using Peer tutoring teaching method. It was recommended that Biology teachers should be encouraged to used Peer tutoring method in teaching Ecology.