Effects of Cooperative Learning and Peer Tutoring on Basic Science Academic Performance among Junior Secondary School Students in Delta State, Nigeria
DOI:
https://doi.org/10.5281/zenodo.23880726Keywords:
Academic performance, Basic science, Cooperative learning, Peer tutoring, Junior secondary school studentsAbstract
This study examined the effects of cooperative learning and peer tutoring on Junior Secondary School II students’ performance in Basic Science in Delta State, Nigeria. Persistent poor achievement in the subject has been linked to conventional lecture-based methods that limit student participation and discourage active engagement. Grounded in social constructivist theory and social interdependence theory, the research employed a quasi-experimental pretest–posttest control-group design. A total of 131 students from three public junior secondary schools were assigned to cooperative learning, peer tutoring, or conventional instruction. Data were collected using the Basic Science Achievement Test (BSAT) and analyzed with ANCOVA at the 0.05 significance level. Findings revealed that both cooperative learning and peer tutoring significantly improved achievement compared to traditional lectures. Moreover, cooperative learning produced higher gains than peer tutoring, highlighting its stronger impact on conceptual understanding. The study recommends integrating these learner-centered strategies into JSS science classrooms to enhance engagement and academic success.
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