By Miko Nura & Dr Ibrahim Sukola Tambaya
Abstract
This study, which adopted pre-test and post-test Quasi – experimental design, examined the effect of peer tutoring instructional strategy on the academic performance of biology students in Dutsin-Ma metropolis, Katsina state, Nigeria. Two research questions and two hypotheses guided the study. The population comprised 655 SS II biology students from six public secondary schools of Dutsin-Ma metropolis. Two secondary schools were randomly selected and used as experimental and control groups. 40 students each were randomly selected from SS2 in the experimental and control groups. Biology Achievement Test (BAT) validated by experts in biology with reliability co-efficient of 0.88 was used for the study. Mean and standard deviation were used to answer the research questions, while t-test was used in testing the hypotheses at 0.05 level of significance. The results indicated that students taught biology using peer tutoring instructional strategy achieved higher than those taught using conventional lecture method. The results also indicated that female students perform slightly better than male students taught using peer tutoring instructional strategy. It was recommended that teachers should employ peer tutoring instructional strategy as it assists in improving students’ academic performance.