Anieze UDUAKA and Victoria Ojima ULOKO
Department of Integrated Science Education, Joseph Sarwuan Tarka University, Makurdi, Nigeria
Abstract
The study examined the effect of peer tutoring strategy on Upper Basic II students’ interest in Basic Science and Technology in Otukpo Local Government Area (LGA), Benue State, Nigeria. 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 Interest Scale (BSTIS) was used for data collection. A reliability coefficient of 0.77 was obtained using Cronbach Alpha formula. Data was 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 interest ratings of students taught Basic Science and Technology with peer tutoring instructional strategy and those taught with lecture methods, among others. Based on the findings, it was concluded that appropriate use of peer tutoring instructional strategy in teaching Basic Science and Technology would facilitate students’ interest in Basic Science and Technology, in Otukpo LGA. Therefore, it was recommended that Basic Science and Technology teachers should be encouraged to adopt peer tutoring instructional strategy in teaching Basic Science and Technology as it increases both male and female students’ interest in the subject.
Keywords: Peer Tutoring, Interest, Basic Science and Technology, Upper Basic II Students, Science Education, Teaching Methods
How to Cite this Article:
Uduaka, A., & Uloko, V. O. (2025). Effect of Peer Tutoring Strategy on Upper Basic II Students’ Interest in Basic Science and Technology in Otukpo, Benue State, Nigeria. VillageMath Educational Review (VER), 7(1), 180-189. https://doi.org/10.5281/zenodo.17412842
