Peer Teaching Strategies and Lagos State Secondary School Chemistry Students’ Acquisition of Social Skills

Abstract

The study investigated peer teaching and social skills acquisition of secondary school chemistry students. The social skills examined were skills of communication, active listening, coordination, social perceptiveness and tolerance. Three research questions were generated and two null hypotheses were formulated to guide the study. A total number of 200 students were randomly selected from five randomly selected secondary schools in Education District II of Lagos state, to determine the type of peer teaching strategy they practised and the influence on the acquisition of social skills. The descriptive survey research was carried out using a structured questionnaire (PTSSA) to obtain data from the secondary school chemistry students. The findings show that chemistry students practised reciprocal teaching to a very large extent. This is followed by class wide peer teaching strategy. The use of peer teaching strategies influences the acquisition of social skills among the students, however the skill of communication showed significance with reciprocal and class wide peer teaching strategies. The other social skills of active listening, coordination, social perception and tolerance positively showed no significant relationship. The study concludes that peer teaching strategies stimulate social skill acquisition amongst secondary school students and it should therefore be encouraged by teachers.