COMPARATIVE EFFECTS OF PEER TUTORING AND EXPLICIT INSTRUCTIONAL STRATEGIES ON SCIENCE AND TECHNICAL COLLEGE STUDENTS’ ACHIEVEMENT AND RETENTION IN NASARAWA STATE, NIGERIA

Agu Peter Ashlame,Samuel Ruth Iwanger

doi:10.29121/granthaalayah.v7.i10.2019.409

Abstract

This study investigated the effects of Peer Tutoring and Explicit instructional strategies on Science and Technical college students’ achievement and retention in Nasarawa State, Nigeria. Quasi-experimental, non-equivalent pretest, post-test, post-post-test control group design was employed for the study. The population consisted of 1,237 Science and Technical college students. The sample of the study comprised 67 Science and Technical College students purposively sampled from two intact classes randomly selected from the three Science and Technical colleges in Nasarawa State, Nigeria. Two research questions and two research hypotheses guided the study. Science and Technical Achievement Test (STAT) was used as instrument for data collection. It reliability was determined using Kuder-Richardson formula 20 (KR20) and the reliability coefficient of 0.83 was obtained. Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the research hypotheses at 0.05 alpha level of significance. Bonferroni Multiple Comparisons was used to determine the direction of the difference. The findings of this study revealed that Peer Tutoring and Explicit instructional strategies have significant effect on Science and Technical college students’ achievement and retention. Based on the findings of this study, it was recommended that; Science and Technical college teachers should incorporate Peer Tutoring and Explicit instructional strategies into the teaching of Science and Technical subjects.

Highlights

Research Hypotheses The following hypotheses were tested at 0.05 level of significance: Ho1: There is no significant difference in the mean achievement scores of Science and Technical College students taught using Peer Tutoring and Explicit Instructional Strategies
Ho2: There is no significant difference in the mean retention scores of Science and Technical College students taught using Peer Tutoring and Explicit Instructional Strategies
This implies that there is a significant difference in the mean achievement scores of Science and Technical College students exposed to Peer Tutoring and Explicit instructional strategies

Summary

Introduction

The function of Science and Technology in the reformation and transformation of any country is of uttermost importance. The introduction of science and technology at all levels of education in the country be it elementary, secondary, and tertiary education is deliberately designed to position talented citizens to acquire the skills and knowledge necessary for effective contribution national development (Osokoya, 2013; Bukunola & Idowu, 2012) This move by the government is very strategic in the sense that even if students do not further their study of science and technology in tertiary institutions and as a result do not go on to become professional scientists, engineers, and technologists, their experience of science and technology gained from the elementary and secondary levels and first year of their tertiary education would be sufficiently rich and relevant. In order to achieve the objectives of Science and Technology education, the student-activity-based mode of teaching strategies have been recommended by the FRN (2014)

Review of Literature

Methodology

Result

Discussion

Findings

Recommendation