Title: Effect of Peer-Tutoring and Brainstorming on Senior Secondary School Students' Achievement in Mathematics in Ogun State
Authors: Ikmat O. Junaid Ph.D., Mujidat A. Salami
Volume: 10
Issue: 4
Pages: 103-115
Publication Date: 2026/04/28
Abstract:
This study investigated the effect of peer-tutoring and brainstorming on Senior Secondary (SS) students' achievement in mathematics in Sagamu Local Government Authority (LGA), Ogun State. Constructivism and learning theories and pre-test, post-test and control group design were employed. Multistage sampling procedure guided the study. Three education wards and six SSSs were randomly selected and intact classes with a total of 418 SS II students from Sagamu LGA, Ogun State participated. Two validated instruments: Mathematics Attitudinal Scale (r = 0.78) and Mathematics Achievement Test (r = 0.68) and seven hypotheses guided in data collection. Data obtained were analysed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. Major findings show that there is a significant main effect of treatment (brainstorming and peer tutoring) on achievement in mathematics. (F (2,414) = 5.88; P < 0.05, partial eta squared = 0.028); and a significant main effect of attitude exists on students' achievement in mathematics (F (1,415) = 59.78; P < 0.05, partial eta squared = 0.126). However, the first and second order interaction effects of treatments and the two moderating variables (gender and attitude) were not significant. When teachers embrace teaching methods that ensure learners are given opportunities to work at their own pace and exhibit the right disposition to study, students' academic achievement in mathematics will improve maximally. The study recommended that teachers should be encouraged to deploy diverse teaching methods, to facilitate students' exposure to opportunities to work together during instruction, thereby, enhance students-centred classroom context and improve academic productivity.