Effects of Peer Tutoring and Integrated Curriculum Instructional Strategies on Students' Academic Achievements in Mathematics

Abstract

This study examined the Effects of Peer Tutoring Instructional Strategy (PTIS) and Integrated Curriculum Instructional Strategy (ICIS) on Senior Secondary School Students Achievement in Mathematics. The moderating effects of school location and gender were also investigated. The study adopted the pretest- posttest, control group, quasi experimental design with a 3x2x2 factorial matrix. Two hundred and thirty-five senior secondary two students from four public schools and two private schools purposively selected from Epe Local Government Area in Lagos State participated in the study. Three (3) research questions were answered and two (2) null hypotheses were tested at 0.05 significance level. Three instruments were developed, validated and used for data collection. Data were analysed using percentages, bar-charts, Analysis of Covariance. The findings showed that treatment had significant effect on students' achievement in Mathematics (F_(3,231)=25.714, P<0.05). Students exposed to PTIS had the highest post achievement score. The study also revealed that school location had significant effect on students' achievement in Mathematics (F _(2,232) =10.299, P<0.05). Students in urban centres had the highest post achievement score. It also showed that gender had a significant effect on students' achievement in Mathematics (F_(2,232)=12.092, P<0.05). Furthermore, the result of the 3-way interactions showed no significant interaction effects of treatment, school location and gender on students' achievement in Mathematics(F_(12,222)=2.196, P>0.05). Among the students in the PTIS group, those in urban areas had highest post achievement scores. Therefore, it was concluded that Mathematics teachers should be trained to use peer tutoring and integrated learning packages in the classroom, since these strategies are effective in enhancing students' achievement in Mathematics than the conventional method.