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Effect of Peer Tutoring Strategy on Upper Basic II Students' Achievement
and Retention in Basic Science and Technology in Otukpo LGA, Benue
State.
Uduaka, Anieze (Ph.D)
1
; Allahnana, Joshua Okkoh
2
; Oke, Abraham kehinde
3
1
Department of Integrated Science Education, College of Education, Joseph Sarwuan Tarka University,
Makurdi.
2
Department Physics Education, College of Education, Joseph Sarwuan Tarka University, Makurdi
3
Biology Education, College of Education, Joseph Sarwuan Tarka University, Makurdi
DOI:
https://doi.org/10.51583/IJLTEMAS.2026.15020000053
Received: 13 February 2026; Accepted: 24 February 2026; Published: 12 March 2026
ABSTRACT
The study examined the Effect of Peer Tutoring Strategy on Upper Basic II Students' achievement in Basic
Science and Technology in Otukpo LGA, Benue State. Two research questions were asked and answered and
two hypotheses were tested at 0.05 level of significance. A pre-test post-test quasi-experimental research design
was adopted for the study. Simple random sampling techniques were used to sample 85 (44 Male and 41 Female)
students in two intact classes from the population of 4,834 upper basic II students. Basic Science and Technology
Achievement Test (BSTAT) and Basic Science and Technology Retention Test (BSTRT), instruments were used
for data collection. A reliability coefficient of 0.79 was obtained using, kuder-Richardson 20 formula. Data were
analyzed using mean and standard deviation, to answer research questions while the null hypotheses were tested
using analysis of Covariance (ANCOVA). Findings of the study showed that there is a statistically significant
difference between the mean achievement scores of students taught Basic Science and Technology with peer
tutoring instructional strategy and those taught with lecture method, among others. Based on the findings, it was
concluded that appropriate use of peer tutoring instructional strategy in teaching Basic Science and Technology
would enhance students’ achievement and retention in Basic Science and Technology, in Otukpo LGA.
Therefore, it was recommended that Basic Science and Technology teachers should endeavor to incorporate peer
tutoring strategy into the teaching of Basic Science and Technology so as to increase achievement and retention
in the subject.
Keywords: Peer Tutoring, Achievement, Retention, Basic Science and Technology and Upper Basic II Students.
INTRODUCTION
Education remains a critical tool for national development, and at the heart of educational achievement is the
academic performance of students. In Nigeria, the Universal Basic Education (UBE) programme emphasizes the
importance of quality education at the basic level, including the teaching and learning of Basic Science and
Technology (BST), a core subject that introduces learners to scientific inquiry, innovation, and technological
advancement. Basic Science and Technology is a subject that demands practical engagement, critical thinking,
and curiosity, the impact of peer influence becomes particularly significant. Students who associate with
academically driven peers are more likely to develop interest and competence in BST, while those who align
with unserious or anti-school groups may develop negative attitudes towards science learning. However,
numerous factors affect students’ interest and academic achievement in BST, among which peer group pressure
stands out, particularly at the Upper Basic 2 level, a developmental stage characterized by a strong desire for
social acceptance.
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The importance of Basic science has been seen in different aspects of society. Adegoke (2015) noted that by
introducing Basic science curriculum to students in secondary schools, society and the students could benefit in
several ways namely: reducing poverty in the society; developing creative skills for the students; improving the
health status of the students and those around them; improving the living conditions of their parents in the long
run; and empowering students to convert natural physical objects in their environment for wealth creation. On
another note, Agbidye (2015) stated that Basic science functions as the basis upon which some required training
in scientific skills is provided in order to meet the growing needs of the society and attain good academic
achievement in science.
The term academic achievement according to Nwankwo and Okoli (2019), refers to the performance outcomes
in intellectual domains taught at school, college, and university. Academic achievement is the extent to which
an individual or institution has attained short- or long-term educational goal. It is a term usually employed to
describe an individual ‘s performance in subjects taught and tested in schools (Mkpae, & Obowu-Adutchay,
2017). In the views of Ezugwu, Nwani, Agbo and Mbonu-Adigwe, (2019), academic achievement typifies the
knowledge attained and skills developed in a school subject, usually designated by test scores. It can be measured
in two different ways: grades and educational degrees and then by standardized achievement tests. While grades
and educational degrees are measured by grade point average (GPA), which is the arithmetic mean of all grades
that have been received during a certain time, standardized achievement tests are administered under controlled
(or “standardized”) conditions, specifying where, when, how, and for how long test-takers may respond to
questions. The outcome of such test scores provides a way to gather, describe, and quantify information that
assesses performance. Thus, academic achievement in the present study is understood as students’ scores attained
in standardized tests administered in upper basic school in Benue State, which describes their learning of the
subject matter content of Basic science and Technology. Usman in Ogbonna and Kalu-Uche (2021), stated that
Students’ academic achievement is directly related to the quality of teaching received, which invariably impacts
on learners’ retention.
The goal of teaching and learning is to achieve retention. Retention is the ability to store, keep or continue having
learned material in the long-term memory, and to retrieve it when needed for a later task (Merriam-Webster,
2020). Retention occurs when facts and experiences are stored in the long-term memory (Kalu-Uche & Ogbonna,
2021). The retention of learned concepts helps in reflective thinking and thus, the use of the retained material in
creative ways in solving day to day problems. Retention enables learners to perform efficiently and effectively
in their academics as academic achievement is directly related to knowledge retention (Agaba, 2013).
Researchers in science education posit that, instructional techniques which encourage students’ active
participation in the teaching/learning process, promotes the retention of learned materials in science (Chukwu in
Kalu-Uche & Ogbonna, 2021). Aremu and Sokan in Nwankwo and Okolie (2019), argue that academic
achievement and retention is not only determined by intellectual capacity but also by social and emotional
support systems such as family background, teacher influence, and peer associations peer group as well as
gender.
Gender is a category of sex, either male or female into which sexually-reproducing organisms are divided on the
basis of their reproductive roles in their species. Gender imbalance is conceived as the structural relationship of
inequality between males and females as manifested in education. Gender inequality in education has remained
a perennial problem of global scope (UNESCO, 2021). Jirgba et,al. (2018) stated that in Nigeria, as in other
countries of the world Science and Technology are usually viewed as male dominant subjects. Girls opt for
careers in humanities and social science related careers. Gender differences in science interest and achievement
have been a major concern and science educators seek to provide avenues for achieving gender equity for
sustainable development. The performance in the science at both upper basic and senior secondary
school levels of education vary across gender. It appears that female students are more interested in the non-
science subjects more than the science subjects in which basic science and technology is inclusive at the upper
basic education levels and senior secondary school classes (Okeke in Jirgba et,al. 2019). Fadare, et, al., (2021),
states that peer group tutoring also influences the development of children socializing skills. They learn from a
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peer how to cooperate and socialize according to group norms and group-sanctioned modes of behaviour. Wael
in Tartenger et. al., (2024) suggested the used of peer-tutoring strategy.
Peer-tutoring strategy is a cooperative teaching and learning procedure that requires active participation of the
learners. It is an instructional strategy where students help one another learn academic content, typically with
one student acting as the tutor and the other as the learner. This approach encourages cooperative learning by
allowing students to take an active role in teaching and learning processes. According to Tran in Tartenger et.
al., (2024) peer-tutoring method does not only increase the performance of students, but also promotes their
communication abilities and interpersonal relationships.
Usually, shy children learn effectively through tutoring by sharing their thoughts with classmates (Bombardelli,
2016). Peer-tutoring is an active teaching methodology that fosters student inclusion while enabling students to
learn from each other (Cockerill, Craig & Thurston, 2018). Research has shown that peer tutoring improves
learning outcomes and fosters positive attitudes towards science subjects. Ovie (2022) stated that peer tutoring
significantly improve students’ performance and learning attitudes. Also, Azeez, et. al., (2022) found that peer-
tutoring instructional strategies have significant effect on students’ interest and academic achievement.
According to Akinbobola and Afolabi (2010) who opined that students taught through peer tutoring performed
significantly better in science subjects compared to those taught using conventional methods.
Jegede and Adebayo (2013) emphasized that peer-led instructional strategies help to simplify complex science
concepts, thereby enhancing student comprehension and interest. Igbokwe (2015) emphasized that poor
academic achievement in science subjects could be traced to environmental and social factors, including the
influence of unmotivated or deviant peer groups. These challenges necessitate the adoption of innovative
instructional strategies such as peer tutoring to complement the efforts of teachers and improve learning
outcomes.
Despite the growing advocacy for learner-centered approaches in science education, there remains a paucity of
empirical studies specifically addressing how peer tutoring strategy effect Upper Basic 2 Students' achievement
in Basic Science and Technology in Otukpo LGA, Benue State. This study, therefore, seeks to explore the Effect
of Peer Tutoring strategy on Upper Basic 2 Students' achievement in Basic Science and Technology in Otukpo
LGA, Benue State.
Objective of the Study
The main objective of this study is to investigate the Effect of Peer tutoring strategy on Upper Basic 2 Students'
achievement in Basic Science and Technology in Otukpo LGA, Benue State.
Specifically, the study sought to:
1. Determine the difference in the mean achievement scores of students taught Basic Science and
Technology with peer tutoring strategy and those taught with conventional lecture method;
2. Determine the difference in the mean achievement scores of male and female students taught Basic
Science and Technology with peer tutoring strategy;
3. Determine the difference in the mean retention scores of students taught Basic Science and Technology
with peer tutoring strategy and those taught with conventional lecture method;
4. Determine the difference in the mean retention scores of male and female students taught Basic Science
and Technology with peer tutoring strategy;
Research Questions
The following research questions were asked and answered by the study.
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1. What is the difference in the mean achievement scores of students taught Basic Science and Technology
with peer tutoring strategy and those taught with conventional lecture method?
2. What is the difference in the mean achievement scores of male and female students taught Basic Science
and Technology with peer tutoring strategy?
3. What is the difference in the mean retention scores of students taught Basic Science and Technology
with peer tutoring strategy and those taught with conventional lecture method?
4. What is the difference in the mean retention scores of male and female students taught Basic Science
and Technology with peer tutoring strategy?
Hypotheses
The following hypotheses were formulated and tested at 0.05 level of significance.
1. There is no significance difference in the mean achievement scores of students taught Basic Science and
Technology with peer tutoring strategy and those taught with conventional lecture method.
2. There is no significance difference in the mean achievement scores of male and female students taught
Basic Science and Technology with peer tutoring strategy.
3. There is no significance difference in the mean retention scores of students taught Basic Science and
Technology with peer tutoring strategy and those taught with conventional lecture method.
4. There is no significance difference in the mean retention scores of male and female students taught Basic
Science and Technology with peer tutoring strategy.
METHODOLOGY
The researcher adopted a quasi-experimental research design. The study was carried out in Otukpo Local
Government Area (LGA), Benue State. The population of the study consisted of 4,834 upper basic two students
in all Basic Education Schools in Otukpo Local Government Area.
The sample size for the study was 85 (44 male and 41 female) Upper Basic II (JSS 2) students in co-educational
public Schools. The sample was drawn from 2 intact classes using a simple random sampling technique. The
instruments used for data collection was Basic Science and Technology Achievement Test (BSTAT) and Basic
Science and Technology Retention Test (BSTRT.
The instruments consisted of 40 multiple choice items, with options A-D. The research instrument was validated
by two experts. One from the Department of Integrated Science Education, Joseph Sarwuan Tarka University,
Makurdi, and one Basic Science and Technology teacher. Their inputs and Suggestions helped in improving the
quality of the instrument.
The reliability coefficient of BSTAT was determined using kuder-Richardson 20 formula and it was found to be
0.79. The Data was collected with the help of two research assistants from the sampled schools.
The research questions were answered using mean and standard deviation. While, Analysis of Covariance
(ANCOVA) was used to test the null hypothesis at 0.05 level of significance.
Presentation of Results
Results are presented according to order of research questions and hypotheses:
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Research Question 1
What is the difference in the mean achievement scores of students taught Basic Science and Technology with
peer tutoring strategy and those taught with conventional lecture method?
Table 1: Mean and Standard Deviation of Achievement Scores of Students taught Basic Science and
Technology with Peer Tutoring Strategy and those Taught with Conventional Lecture Method
Group
N
Pre-test
Mean SD
Post-test
Mean SD
Mean Gain
Peer Tutoring Strategy
43
21.79
2.07
29.28
3.34
7.49
Lecture Method
42
21.81
2.09
25.07
2.85
3.26
Mean Difference
0.02
4.21
4.23
Total
85
The results presented in Table 1, shows that the mean achievement scores of students taught Basic Science and
Technology with peer tutoring strategy was 21.79 for pre-test and 29.28 for the post-test with corresponding
standard deviation of 2.07 and 3.34 respectively.
However, the mean achievement scores of students taught Basic Science and Technology with the lecture method
was 21.81 for the pre-test and 25.07 for the post-test, with standard deviation of 2.09 and 2.85 respectively. The
mean gain for the peer tutoring strategy group was 7.49 while the lecture method group was 3.26. The group
mean difference was 0.02 for pre-test and 4.21 for post-test while the mean gain was 4.23 in favor of the peer
tutoring strategy group.
Research Question 2
What is the difference in the mean achievement scores of male and female students taught Basic Science and
Technology with peer tutoring strategy?
Table 2: Mean and Standard Deviation of Achievement Scores of Male and Female Students taught Basic
Science and Technology with Peer Tutoring Instructional Strategy.
Group
N
Pre-test
Mean SD
Post-test
Mean SD
Mean Gain
Male
22
21.18
2.42
29.36
1.26
8.18
Female
21
22.43
1.40
30.62
2.73
8.19
Mean Difference
1.25
1.26
0.01
Total
43
The results presented in Table 2, shows that the mean achievement scores of male students taught Basic Science
and Technology with Peer Tutoring instructional strategy was 21.18 for pre-test and 29.36 for the post-test with
corresponding standard deviation of 2.42 and 1.26 respectively.
However, the mean achievement scores of female students taught Basic Science and Technology with Peer
Tutoring instructional strategy was 22.43 for the pre-test and 30.62 for the post-test, with corresponding standard
deviation of 1.40 and 2.73 respectively. The mean gain for the male students was 8.18 while the female students
was 8.19. The group mean difference was 1.25 for pre-test and 1.26 for post-test while the mean gain was 0.01
in favor of the female students.
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Research Question 3
What is the difference in the mean retention scores of students taught Basic Science and Technology with peer
tutoring strategy and those taught with conventional lecture method?
Table 3: Mean and Standard Deviation of Retention Scores of Students taught Basic Science and
Technology with Peer Tutoring Strategy and those Taught with Conventional Lecture Method
Group
N
Post-test
Mean SD
Retention-test
Mean SD
Mean Gain
Peer Tutoring Strategy
43
29.28
3.34
30.52
2.40
1.24
Lecture Method
42
25.07
2.85
26.70
3.93
1.63
Mean Difference
4.21
3.82
0.39
Total
85
The results presented in Table 3, shows that the mean retention scores of students taught Basic Science and
Technology with Peer Tutoring instructional strategy was 29.28 for post-test and 30.52 for the retention test with
corresponding standard deviation of 3.34 and 2.40 respectively. However, the mean retention scores of students
taught Basic Science and Technology with the lecture method was 25.07 for the post test and 26.70 for the
retention test, with standard deviation of 2.85 and 3.93 respectively. The mean gain for the Peer Tutoring
instructional strategy was 1.24 while the lecture method group was 1.63. The group mean difference was 4.21
for post-test and 3.82 for retention test while the mean gain was 0.39 in favor of the lecture method group.
However, both the peer tutoring and lecture method have their mean retention scores above the posttest mean
score.
Research Question 4
What is the difference in the mean retention scores of male and female students taught Basic Science and
Technology with peer tutoring strategy?
Table 4: Mean and Standard Deviation of Retention Scores of Male and Female Students taught Basic
Science and Technology with Peer Tutoring Strategy.
Group
N
Post-BSTAT
Mean SD
Retention-BSTAT
Mean SD
Mean Gain
Male
22
28.13
3.40
29.83
2.39
1.70
Female
21
30.71
2.78
31.29
2.24
0.58
Mean Difference
2.58
1.46
1.12
Total
43
The results presented in Table 4, shows that the mean retention scores of male students taught Basic Science and
Technology peer tutoring strategy was 28.13 for post-test and 29.83 for the retention test with corresponding
standard deviation of 3.40 and 2.39 respectively.
However, the mean retention scores of female students taught Basic Science and Technology using the peer
tutoring strategy was 30.71 for the post-test and 31.29 for the retention-test, with corresponding standard
deviation of 2.78 and 2.24 respectively. The mean gain for the male students was 1.70 while the female students
was 0.58. The group mean difference was 2.58 for post-test and 1.46 for retention test while the mean gain was
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1.12 in favor of the male students. However, both the male and female mean retention score was above the
posttest mean score.
Hypothesis 1
There is no significance difference in the mean achievement scores of students taught Basic Science and
Technology with peer tutoring strategy and those taught with lecture method.
Table 5: Analysis of Covariance of Achievement Scores of Students taught Basic Science and Technology
with Peer Tutoring Instructional Strategy and those Taught with Lecture Method
Source
Type III Sum
of Squares
df
Mean Square
F
Sig.
Partial Eta
Squared
Corrected
Model
562.489
a
2
281.244
47.994
.000
.539
Intercept
277.009
1
277.009
47.271
.000
.366
Pretest
51.240
1
51.240
8.744
.004
.096
Group
512.725
1
512.725
87.495
.000
.516
Error
480.523
82
5.860
Total
65572.000
85
Corrected Total
1043.012
84
R Squared = .539 (Adjusted R Squared = .528)
The result of the Analysis of Covariance presented in Table 5 shows that the P-value of 0.000 is less than .05
(P<0.05) level of significance. This shows that the test was significant. The result implies that there is a
statistically significant difference between the mean achievement scores of students taught Basic Science and
Technology with peer tutoring instructional strategy and those taught using lecture method.
Therefore, the null hypothesis was rejected. This means that students who were exposed to peer tutoring
instructional strategy achieved higher than those not exposed to peer tutoring instructional strategy.
Hypothesis 2
There is no significance difference in the mean achievement scores of male and female students taught Basic
Science and Technology with peer tutoring strategy.
Table 6: Analysis of Covariance of Achievement Scores of Male and Female Students taught Basic Science
and Technology Peer Tutoring Instructional Strategy.
Source
Type III Sum
of Squares
df
Mean Square
F
Sig.
Partial Eta
Squared
Corrected
Model
30.519
a
2
15.260
3.623
.036
.153
Intercept
190.112
1
190.112
45.142
.000
.530
Pretest
13.586
1
13.586
3.226
.080
.075
Gender
7.801
1
7.801
1.852
.181
.044
Error
168.457
40
4.211
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Total
38839.000
43
Corrected Total
198.977
42
R Squared = .153 (Adjusted R Squared = .111)
The result of the Analysis of Covariance presented in Table 4 shows that the P-value of 0.181 is greater than .05
(P>0.05) level of significance. This shows that the test was not significant. The result implies that there is no
statistically significant difference between the mean achievement scores of male and female students taught
Basic Science and Technology with peer tutoring instructional strategy.
Therefore, the null hypothesis of no significance difference was not rejected. This means that both the male and
female students achieve significantly higher when taught with peer tutoring instructional strategy.
Hypothesis 3
There is no significance difference in the mean retention scores of students taught Basic Science and Technology
with peer tutoring strategy and those taught with conventional lecture method.
Table 7: Analysis of Covariance of Retention Scores of Students taught Basic Science and Technology with
Peer Tutoring Instructional Strategy and those taught with Lecture Method
Source
Type III Sum
of Squares
df
Mean
Square
F
Sig.
Partial Eta
Squared
Corrected
Model
1009.884
a
2
504.942
276.962
.000
.872
Intercept
59.107
1
59.107
32.420
.000
.286
Postest
703.702
1
703.702
385.982
.000
.827
Group
71.761
1
71.761
39.361
.000
.327
Error
147.675
82
1.823
Total
70359.000
85
Corrected
Total
1157.560
84
R Squared = .872 (Adjusted R Squared = .869)
The result of the Analysis of Covariance presented in Table 7 shows that the P-value of 0.000 is less than .05
(P<0.05) level of significance. This shows that the test was significant.
Therefore, the null hypothesis was rejected. The result implies that there is a statistically significant difference
between the mean retention scores of students taught Basic Science and Technology with peer tutoring
instructional strategy and those taught using the conventional lecture method.
This means that students who were exposed to peer tutoring instructional strategy retained more than those not
exposed to multimedia instructional strategy.
Hypothesis 4
There is no significance difference in the mean retention scores of male and female students taught Basic Science
and Technology with peer tutoring strategy.
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Table 8: Analysis of Covariance of Retention Scores of Male and Female Students taught Basic Science
and Technology with Peer Tutoring Strategy and those taught with Lecture Method
Source
Type III Sum
of Squares
df
Mean
Square
F
Sig.
Partial Eta
Squared
Corrected
Model
155.288
a
2
77.644
33.978
.000
.624
Intercept
89.579
1
89.579
39.201
.000
.489
posttest
131.901
1
131.901
57.722
.000
.585
Group
.001
1
.001
.000
.987
.000
Error
93.689
40
2.285
Total
41241.000
43
Corrected
Total
248.977
42
R Squared = .624 (Adjusted R Squared = .605)
The result of the Analysis of Covariance presented in Table 8 shows that the P-value of 0.987 is greater than .05
(P>0.05) level of significance. This shows that the test was not significant. Therefore, the null hypothesis was
not rejected. The result implies that there is no statistically significant difference between the mean retention
score of male and female students taught Basic Science and Technology with peer tutoring strategy. This means
that both male and female students exposed peer tutoring instructional strategy retained well.
DISCUSSION OF FINDINGS
The findings in research question one and hypothesis one revealed that, there is a statistically significant
difference between the mean achievement scores of students taught Basic Science and Technology with peer
tutoring instructional strategy and those taught with lecture method. This finding is supported by the finding of
Ebute and Aende (2024), who found that the peer tutoring strategy had significant effect on students’
achievement in Social Studies than the conventional strategy. The findings of the study are in line with the
findings of Ogunsola, (2016), who found that peer tutoring strategy was more effective in improving students’
cognitive achievement than the conventional teaching method. Also, the findings of the study is supported by
the findings of Okeke et,al., (2024), who found that students taught Economics in senior secondary schools with
peer tutoring had better achievement than their counterparts taught using the lecture method. Moreover, the
findings of the study are also supported by the findings of Iheahurukawa and Ugwu, (2024), and Tartenger et.al.,
(2024), who found that students taught with peer tutoring strategy achieved more than students taught with
lecture method, and there was a significant difference between students taught with peer tutoring and those taught
with the lecture method.
The findings in hypothesis two revealed that there is no statistically significant difference between the mean
achievement scores of male and female students taught Basic Science and Technology with peer tutoring
instructional strategy. The findings of this study agree with the finding of Ogundola. (2016), who found no
significant effects of gender on students’ achievements in Technical Drawing when taught using peer tutoring
strategy. Again, the findings of the study agree with the findings of Iheahurukawa and Ugwu, (2024), who found
that there was no significant difference between the male and female students taught with peer tutoring
instructional strategy. Moreover, the findings of the study is supported with the findings of Tartenger et. al.,
(2024) who found that there is no significant difference in the mean academic performance scores of male and
female students taught using peer tutoring strategy.
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The finding from research question 3 and hypothesis three revealed that the students who were exposed to peer
tutoring instructional strategy retained higher than the students not exposed to peer tutoring and there is a
statistically significant difference between the mean retention scores of students taught Basic Science and
Technology with peer tutoring instructional strategy and those taught using the conventional lecture method.
This finding is in agreement with Essien (2016), who reported that Peer Tutoring was most effective in increasing
students’ academic performance and retention in Basic Science. Again, the finding is supported by the finding
of Kalu-Uche and Ogbonna, (2021), who found that slow learners exposed to class-wide peer tutoring retained
Biology concepts better than those exposed to the conventional teacher-led instructional strategy and also
affirmed that there was a significant difference in the mean retention scores of slow learners taught Biology
using class-wide peer tutoring and those taught using the conventional teacher-led instructional strategy with
those taught using class-wide peer tutoring strategy having a higher mean gain.
The finding in research question 4 and hypothesis four that there is no statistically significant difference between
the mean retention score of male and female students taught Basic Science and Technology with peer tutoring
strategy. This finding is supported by the findings of Kalu-Uche and Ogbonna, (2021), who found no significant
difference in the retention of both the male and female Biology students exposed to peer tutoring instructional
strategies.
CONCLUSION
Based on the findings, it was concluded that using peer tutoring instructional strategy in teaching Basic Science
and Technology would enhance students’ achievement and retention in Basic Science and Technology, in Otukpo
LGA. The strategy is gender friendly as both male and female students achieved relatively higher in Basic
Science and Technology.
RECOMMENDATION
It was recommended that Basic Science and Technology teachers should endeavor to incorporate peer tutoring
strategy into the teaching of Basic Science and Technology so as to increase achievement and retention in the
subject. Also, peer tutoring instructional strategy is gender friendly and should therefore be used in teaching of
Basic Science and Technology to enhance the achievement and retention of male and female students in the
subject.
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