EFFECT OF FIELD TRIP AND PEER TUTORING STRATEGIES ON THE ACADEMIC ACHIEVEMENT OF BASIC SCIENCE STUDENTS IN GOKANA LOCAL GOVERNMENT AREA OF RIVERS

Abstract

This study investigated the effects of field trips and peer tutoring on the learning outcomes of junior secondary school students in Basic Science, specifically within the context of Gokana Local Government Area of Rivers State. The study aims to determine whether instructional strategies like field trips and peer tutoring significantly impact students' academic achievement and retention. Three (3) primary objectives, research questions and hypotheses guided the study: utilizing a quasi-experimental design with pretest and posttest measures. The study aims to assess differences in learning outcomes based on instructional strategies and gender. The population of the study is about 3,440 students and the sample size consists of students from randomly selected intact classes, with achievement data collected via the Basic Science Achievement Test (BSAT), with 20 multiple-choice items. The reliability co-efficient was ascertained using Pearson Product Moment Correlation Co-efficient (PPMCC), and statistical analyses, including ANCOVA which reveal that students taught through peer tutoring achieved significantly higher mean gains than those in the field trip group, underscoring the effectiveness of peer-assisted learning for academic achievement. The study highlights the potential of peer tutoring to enhance learning in Basic Science and offer insights for educators, administrators, and policymakers aiming to optimize instructional methods in science classrooms. It is recommended that; inclusive teaching practices should be put consideration to support gender equity in science education, male students should endeavor to carry their female colleagues along as they engage in learning, and educators should continue to adopt methods that ensure equal participation and benefits for all students, fostering an inclusive learning environment.