Effects Peer Tutoring, Study Question-Based Instructional Strategies and Lecture Method on Students’ Academic Achievement and Attitude Towards Chemistry in Delta and Bayelsa States

Abstract

This study aimed to examine the effects of peer tutoring, study question-based strategies, and lecture method on the educational achievement and attitude of chemistry students in Delta and Bayelsa States. Four hypotheses guided the study. The study will adopt a 3x2 pretest, posttest, planned variation quasi-experimental factorial design. The study's sample size consisted of 622 students enrolled in SSII chemistry across twelve public mixed senior secondary schools in Delta and Bayelsa States. The schools in question were selected through the utilization of a stratified random sampling technique. The data gathering process involved the utilization of two instruments, namely the Chemistry Achievement Test (CAT) and the Chemistry Attitude Scale (CAS). The assessment of the instruments' face validity was conducted by a panel of three specialists. The reliability of the CAT and CAS was determined by the utilization of statistical methods, namely the Kuder Richardson 21 and Cronbach Alpha coefficients. These coefficients produced reliability values of 0.88 and 0.79 for CAT and CAS, respectively.  The study consisted of three distinct groups, including peer tutoring, study question-based, and lecture groups. In this study, a peer tutoring instructional technique was used to provide chemistry teaching to the students in the peer tutoring group as the treatment. Similarly, study question-based instruction was used to teach the students in the study question-based group, while the students in the lecture group received instruction through the lecture method. Before  the commencement of the treatment, pre-tests were administered, followed by a post test conducted following the finalization of the six-week treatment period involving CAT and CAS. The acquired scores were collected and subjected to analysis using ANCOVA and Scheffe's post-hoc test. The results of the study indicate a notable disparity in the average scores for achievement and attitude among students who were instructed in chemistry using three different strategies: peer tutoring, study question-based, and lecture. The study question-based strategy yielded the highest scores, followed by the peer tutoring strategy, and finally the lecture method. The findings  of this research work indicate that the use of peer tutoring for studies and study question-based strategies promotes active student engagement in the process of learning, leading to enhanced academic achievement and a more positive attitude towards the subject of chemistry in Delta and Bayelsa States. These outcomes were observed to be superior to those achieved using the traditional lecture method. Study question-based strategy, more than peer tutoring, however, enables students to have a proper conceptualization of the chemistry contents taught leading to better achievement and attitude.Therefore, the study recommends that chemistry teachers at the secondary school level in Delta and Bayelsa States should consider implementing a study question-based strategy while teaching chemistry subjects.
Keywords: Peer tutoring strategy, study question-based strategy, lecture method, academic achievement and attitude

DOI: 10.7176/JEP/14-33-03

Publication date: November 30^th 2023