Title: Comparative Effects of Peer-Tutoring and Collaborative Project-Based Learning on Secondary School Students' Achievement in Biology in Delta Central Senatorial District
Authors: EKURE, Victory Oghenefejiro and Associate Prof. OYOVWI, Edarho Oghenevwede
Volume: 10
Issue: 7
Pages: 652-658
Publication Date: 2026/07/28
Abstract:
This study investigated the comparative effects of peer-tutoring and collaborative project-based learning on secondary school students' achievement in Biology in Delta Central Senatorial District, Delta State. The study adopted a pretest-posttest quasi-experimental design involving two experimental groups. The population comprised 13,845 SSII Biology students, while a sample of 216 students selected from six public co-educational secondary schools participated in the study. Data were collected using the Biology Achievement Test (BAT), a 50-item multiple-choice instrument with a Kuder-Richardson Formula 21 reliability coefficient of 0.89. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance and independent-samples t-test were used to test the hypotheses at the 0.05 level of significance. The findings revealed that both peer-tutoring and collaborative project-based learning improved students' achievement in Biology; however, peer-tutoring was significantly more effective. The study also found no significant difference between the achievement scores of male and female students under either instructional strategy. It was concluded that peer-tutoring is a more effective learner-centred instructional strategy for improving students' achievement in Biology. The study recommended greater adoption of peer-tutoring in Biology classrooms and continuous teacher training on learner-centred instructional strategies.