Effects of Guided Inquiry and Peer Tutoring Teaching Strategies on Achievement of Physics Students’ in Delta State

Abstract

Effects of guided inquiry and peer tutoring teaching strategies on achievement of students’ in physics in Delta State was investigated. Quasi-experimental design, specifically non-equivalent pre-test, posttest, control group design was adopted. A sample size of 289 SS II Physics students, randomly selected from six secondary schools was used. The reliability of the instrument was done using Kuder-Richardson Formula 21 which yielded a coefficient of 0.86. The treatment involved exposing students in experimental groups to Physics concepts with the use of guided inquiry and peer tutoring strategy, and the control group with lecture method. Pretest was administered before the treatment and posttest after the treatment. The scores obtained were analyzed using mean and standard deviation for the research question and analysis of covariance (ANCOVA) for testing the hypothesis. It was found in the study that peer tutoring strategy and lecture method have significant effects on students’ achievement in physics than guided inquiry teaching strategy; there was no significant difference in the mean achievement scores of Physics students taught with guided inquiry and lecture method. It was recommended among others that both guided inquiry, peer tutoring strategies and lecture should be adopted by physics teachers during classroom instruction.