Abstract:
The purpose of the study is to determine the effects of peer tutoring on students’ achievement and interest in Biology. The study used two modes of peer tutoring such as Whole Class Peer Tutoring (WCPT) and Reciprocal Peer Tutoring (RPT). To guide the study, six research questions were posed and six hypotheses were formulated and tested at 5% probability level. Quasi-experimental design was adopted for the study. Specifically, pretest- posttest non-equivalent control groups design was used for the study. The study was carried out in Onitsha Education Zone of Anambra State. Six out of the 32 co-educational schools in Onitsha education zone were used for the study. A total sample of one hundred and eighty (180) SSII Biology students of 2018/2019 section was used for the study. The sample was drawn using stratified random sampling and simple random sampling techniques. Two instruments, a Biology Achievement Test (BAT) and a Biology Interest Scale (BIS) were used for data collection. The BAT consist of 30 multiple choice test items which were drawn from the content covered which include; adaptation, conservation of natural resources, pollution and its control and association. The BIS consist of 16 items which sought to measure students’ interest in Biology. The instrument was trial tested on 30 students, the reliability of BAT was determined using Kuder-Richardson (K-R20) and yielded an internal consistency index of 0.83. The BIS yielded an internal consistency index of 0.82 using Cronbach Alpha. Mean and Standard deviation were used in answering the research questions while Analysis of Covariance (ANCOVA) was used in testing the null hypotheses. The findings, among other things showed that there was a significance different in the mean achievement score of students taught Biology using WCPT than those taught with RPT. In line with the findings of the study, the educational implications of the findings were highlighted and recommendations were proffered, which include that Biology teachers should be exposed to relevant and effective pedagogy involving the use of WCPT strategy in teaching biology.
