EFFECT OF PEER-TO-PEER TEACHING STRATEGY ON JUNIOR SECONDARY SCHOOL STUDENTS’ACHIEVEMENT IN BASIC SCIENCE AND TECHNOLOGY IN JOS, NIGERIA
This study investigated the effect of peer-to-peer teaching strategy on junior secondary school students’ achievement in Basic Science and Technology in Jos North Local Government Area of Plateau State, Nigeria. The pre-test, post-test quasi-experimental design was adopted in the study. A sample comprising one public and one private junior secondary schools was used for the study. Two arms of JSS 2 class in each of the selected schools were randomly assigned to experimental and control groups. The sample size of students used in the study consisted of 120 students in four intact classes. Two research questions and two null hypotheses guided the study. The instrument used for data collection was a Basic Science and Technology Achievement Test (BASTAT). The BASTAT was validated by three experts, two in Science Education unit and one in Research, Measurement and Evaluation, all from the Faculty of Education, University of Jos, Nigeria. The reliability of BASTAT was established as 0.80 using Kuder-Richardson formula 20. The experimental group was taught with peer-to-peer teaching strategy while the control group was taught with the lecture strategy. Mean and standard deviation were used to answer research questions while Analysis of Covariance was used to test the hypotheses. Results of the study revealed that peer-to-peer teaching strategy significantly improved the achievement of students in Basic Science and Technology. The results further showed that school type had no significant effect on students’ achievement in Basic science and Technology. The study recommended that teachers should incorporate peer-to-peer teaching strategy into methods of teaching Basic Science and Technology for improved achievement in the subject.