Effects of Peer-To-Peer Learning Strategy on Junior Secondary Two Students' Achievement in Basic Science and Technology in Jaba, Kaduna State, Nigeria

Abstract

This study investigated the effect of peer-to-peer learning strategy on the achievement of Junior Secondary II (JSS II) Basic Science and Technology students in Jaba Local Government Area of Kaduna State, Nigeria. Two research questions and two hypotheses were formulated and answered. The study adopted a quasi-experimental research design involving a non-equivalent pre-test and post-test control group design. The population comprised 1,404 JSS II students from 15 public junior secondary schools, from which a sample of 181 students was drawn using simple random sampling. Two intact classes from two selected schools were assigned as experimental (peer-to-peer learning) and control (lecture method) groups. The instrument used for data collection was the Basic Science and Technology Achievement Test (BSTAT), validated by experts and found to have a reliability coefficient of 0.849. Data were analyzed using means and standard deviations to answer research questions, while Analysis of Covariance (ANCOVA) was used to test hypotheses at a 0.05 level of significance. The findings revealed that students taught using peer-to-peer learning strategy achieved higher mean scores than those taught using the lecture method. The ANCOVA result also showed a statistically significant difference in achievement in favour of the peer-to-peer learning group. Furthermore, although female students recorded higher mean scores than male students, the difference was not statistically significant. The study concluded that peer-to-peer learning strategy significantly enhances students’ academic achievement in Basic Science and Technology compared to the lecture method. It was recommended that teachers should adopt peer-to-peer learning strategies to improve students’ engagement and academic performance in science-related subjects.