Title: Comparative Effects Of Peer Tutoring (Pt) And Study Question-Based (Sqb) Instructional Strategies On Students' Achievement And Attitude Towards Biology
Authors: IKECHUKWU, Colette Uche and Associate Prof. OYOVWI, Edarho Oghenevwede
Volume: 9
Issue: 4
Pages: 30-34
Publication Date: 2025/04/28
Abstract:
The research examined the comparative efficacy of peer tutoring and question-based teaching strategies on students' achievement and attitude towards Biology in the Delta North Senatorial District. It employed a pretest-posttest, planned variation quasi-experimental design. Participants were allocated to two instructional groups: one received instruction via the peer tutoring method, while the other was taught using the study question-based approach. The target audience was 6,453 SSII Biology students enrolled in public secondary schools throughout the district. A sample of 258 SSII students was extracted from intact classes across six chosen public secondary schools within this demographic. Data collecting utilised two research instruments: Biology Achievement Test (BAT) and Biology Attitude Scale (BAS). These instruments were reviewed and validated by three subject-matter experts. To ensure content validity, a table of specifications was used for BAT. The reliability coefficients were established as 0.81 for BAT and 0.72 for BAS, confirming the instruments' consistency. During the main study, students participated in a six-week instructional period, receiving lessons based on their group's designated strategy-either peer tutoring or study question-based learning. The BAT and BAS were administered both before and after the treatment phase to measure changes in achievement and attitude. The collected data were analysed utilizing mean and ANCOVA. The results indicated no statistically significant difference in the average achievement and attitude scores between the two teaching groups. Both peer tutoring and study question-based strategies greatly improved students' achievement and attitude towards Biology. In conclusion, whereas both instructional strategies favourably influenced student learning outcomes, neither demonstrated superiority over the other. Therefore, it was recommended that Biology educators should integrate peer tutoring and question-based study strategies into their instructional methods, as these approaches have shown helpful in enhancing students' academic achievement and attitudes.