IMPACT OF PEER TUTORING TEACHING STRATEGY ON STUDENTS’ ACADEMIC ENGAGEMENT IN MATHEMATICS IN SECONDARY SCHOOLS IN ADO-ODO OTA LOCAL GOVERNMENT AREA OF OGUN STATE

Abstract

This study examined the impact of peer tutoring teaching strategy on students‘ learning behaviour and academic performance in Mathematics among senior secondary school students in Ado-Odo Ota Local Government Area of Ogun State, Nigeria. A ex post facto research design with a correlational approach was adopted, and a total of 100 students were selected from five secondary schools using a multistage sampling technique. Data were collected through a selfdeveloped questionnaire titled Peer Tutoring Teaching Strategy and Students' Academic Engagement Questionnaire (PTTSAEQ), and Mathematics Achievement Record Form (MARF), which demonstrated good reliability using Cronbach‘s alpha 0.81 obtained and validity through expert review. Descriptive statistics mean and standard deviation were used to address research questions, while inferential statistics, including chi-square, independent samples t-test, and oneway ANOVA, were employed to test hypotheses at 0.05 significance level. Findings revealed a significant correlation between exposure to peer tutoring and students‘ academic performance in Mathematics, indicating that students with higher exposure performed better than their peers with lower exposure. No significant difference was observed in performance between male and female students, suggesting the strategy benefits both genders equally. However, significant differences in performance were noted across age groups, highlighting the influence of developmental factors on the effectiveness of peer-assisted learning. The study concluded that peer tutoring is an effective instructional strategy for enhancing learning behaviour and academic performance in Mathematics. Recommendations were made for the structured integration of peer tutoring in classroom practice, teacher training, and age-appropriate scaffolding to optimise learning outcomes.