A Comparison of Mathematics Achievement of Learners Who Learned Using Peer Tutoring Strategy and Those Who Learned Without Using Peer Tutoring

Iyamuremye Regis, Florence K.Nyamu and Aineah W. Wambasi
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Iyamuremye Regis: Department of Educational Communication and Technology, Kenyatta University, Kenya.
Florence K.Nyamu: Department of Educational Communication and Technology, Kenyatta University, Kenya.
Aineah W. Wambasi: Department of Educational Communication and Technology, Kenyatta University, Kenya.

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 12, 1830-1838

Abstract: Peer tutoring is an instructional strategy where learners take responsibility for teaching other learners, either of the same age or different. The process can be face-to-face interaction or with teachers guiding the learning. The study’s objective was to establish the difference in Mathematics achievement between learners who learned using a peer tutoring strategy and those who learned without peer tutoring. The study was guided by the Social Constructivism theory developed by Vygotsky (1978). A quasi-experimental research design was adopted. The target population was Form II learners and Mathematics Teachers from public secondary schools in Kiambu County, Kenya. A stratified random sampling was used to form a sample of four (4) public secondary schools two (2) single schools and two (2) mixed schools. The sampled schools were grouped into two (2) groups, a control group and an experimental group. Data was collected using Mathematics achievement tests, a pretest and a post-test. To ensure the validity of the instruments, two (2) senior examiners and four (4) Mathematics educators in the County reviewed a pretest and a post-test. Quantitative data from Mathematics achievement tests was analyzed using the independent samples t-test and interpreted using the statistical package of social sciences (SPSS version. 27). The findings of the study revealed that there is a statistically significant difference in Mathematics achievement tests between Form II learners who learned Mathematics through peer tutoring strategy and those who learned Mathematics without the peer tutoring strategy. The hypothesis was examined at a significance level set at α = .05. The mean score for the control group was 37.31 and a standard deviation of 4.482 which differed significantly from those in the experimental group, which had a mean score of 43.09, and the standard deviation of 5.229. The results indicated a significant statistical difference [ t(158) = 7.500, p-value = .000

Date: 2024
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