A Comparison of Mathematics Achievement of Learners Who Learned Using Peer Tutoring Strategy and Those Who Learned Without Using Peer Tutoring.
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Date
2025-01-08
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Research and Innovation in Social Science (IJRISS)
Abstract
Peer tutoring is an instructional strategy where learners take responsibility for teaching other learners, either of
the same age or different. The process can be face-to-face interaction or with teachers guiding the learning. The
study's objective was to establish the difference in Mathematics achievement between learners who learned using
a peer tutoring strategy and those who learned without peer tutoring. The study was guided by the Social
Constructivism theory developed by Vygotsky (1978). A quasi-experimental research design was adopted. The
target population was Form II learners and Mathematics Teachers from public secondary schools in Kiambu
County, Kenya. A stratified random sampling was used to form a sample of four (4) public secondary schools
two (2) single schools and two (2) mixed schools. The sampled schools were grouped into two (2) groups, a
control group and an experimental group. Data was collected using Mathematics achievement tests, a pretest
and a post-test. To ensure the validity of the instruments, two (2) senior examiners and four (4) Mathematics
educators in the County reviewed a pretest and a post-test. Quantitative data from Mathematics achievement
tests was analyzed using the independent samples t-test and interpreted using the statistical package of social
sciences (SPSS version. 27). The findings of the study revealed that there is a statistically significant difference
in Mathematics achievement tests between Form II learners who learned Mathematics through peer tutoring
strategy and those who learned Mathematics without the peer tutoring strategy. The hypothesis was examined
at a significance level set at α = .05. The mean score for the control group was 37.31 and a standard deviation of
4.482 which differed significantly from those in the experimental group, which had a mean score of 43.09, and
the standard deviation of 5.229. The results indicated a significant statistical difference [ t(158) = 7.500, p-value
= .000 < .05 ]. From the results, it is concluded that learners using peer tutoring find that, it is easier to understand
the Mathematical concepts and able to complete the task given by the teachers than those colleagues who learned
without using peer tutoring. It suggested that Mathematics teachers should use peer tutoring strategy in secondary
schools as a way of enhancing learners' achievement in Mathematics
Description
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Citation
REGIS, I., NYAMU, F., & WAMBASI, A. (2025). A Comparison of Mathematics Achievement of Learners Who Learned Using Peer Tutoring Strategy and Those Who Learned Without Using Peer Tutoring. INTERNATIONAL JOURNAL OF RESEARCH, 8, 1830-1838.