EFFECT OF PEER TUTORING INSTRUCTIONAL STRATEGY ON STUDENTS' ACADEMIC ACHIEVEMENT IN FINANCIAL ACCOUNTING IN SENIOR SECONDARY SCHOOLS OF TARABA STATE, NIGERIA

Abstract

This study investigated the effect of peer tutoring instructional strategy on students' academic achievement in financial accounting in senior secondary schools of Taraba State, Nigeria. The study was guided by objectives and corresponding null hypotheses. A quasi-experimental pretest-posttest non-equivalent groups design was adopted, involving three groups: two experimental groups (Classwide Peer Tutoring and Reciprocal Peer Tutoring) and one control group (Conventional Teaching Method). The study was conducted in Jalingo metropolis, Taraba State, with a population of 13,243 Senior Secondary School Two (SSS II) students offering Financial Accounting. A sample of 179 students was drawn from three schools using a multistage sampling procedure. Two instruments were used for data collection: a 40-item Financial Accounting Achievement Test (FAAT) validated by experts with reliability coefficient of 0.85 (KR-20). The treatment lasted for six weeks. Data were analyzed using mean and standard deviation to answer research questions, while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings revealed that there was no significant difference in the pretest mean scores across the three groups, indicating group comparability. However, there was a significant difference in the posttest mean academic achievement scores between students taught using Class-wide Peer Tutoring and those taught using Conventional Teaching Method. The study recommended among others that financial accounting teachers should adopt peer tutoring strategies to replace or supplement the conventional lecture method.