Abstract:
This research endeavoured to investigate the impact of a peer tutoring strategy on pupils' mathematical performance in the classroom. A quasi-experimental approach was taken for this research. Pupils in primary 5 from two different public primary schools were chosen at random. In this study, Mathematics Achievement Test (MAT), a single research instrument with a long history of validity and reliability testing was used. The test-retest method revealed that MAT had a reliability index of 0.78. An Analysis of Covariance (ANCOVA) was used to test for the three hypotheses. The results showed that the treatment significantly affected the pupils' math performance (F (1; 82) = 310.474, P <0.05). However, there was no statistically significant difference between the genders in terms of pupils' performance in Math (F (1; 82) =.354; P > 0.05). Finally, there was no a statistically significant difference in math performance between the sexes (F (1; 82) =.003; P > 0.05) when treatment and gender were taken into account. The results indicated that pupils of both sexes benefited from the peer tutoring instructional strategy, suggesting its potential utility in promoting higher math achievement in the classroom. Instructional strategies such as peer tutoring have been proposed for use in the classroom when instructing subjects like mathematics.
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