EFFECT OF RECIPROCAL PEER TUTORING STRATEGY ON ACHIEVEMENT IN MATHEMATICS FOR CONFLICT RESOLUTION AMONG SENIOR SECONDARY SCHOOL STUDENTS IN EBONYI STATE

Abstract

This study sought to explore the effect of reciprocal peer tutoring strategy on achievement in Mathematics for conflict resolution among senior secondary school students in Ebonyi State. The study adopted a pre-test, post-test, control group using 2x2x2 factorial matrix. The design for this study was a non-equivalent pretest-posttest control group design. Two research questions and two null hypotheses guided the study. The sample comprised 32 SS2 students with low achievement in Mathematics drawn from two co-educational secondary schools in Ebonyi State with low mathematics achievement in 2024/2025 academic session. The treatment group was exposed to Reciprocal Peer Tutoring Strategy; while the control group was taught with conventional lecture teaching method. One instrument titled “Mathematics Achievement Test (MAT)” was developed by the researcher for the study. The instrument was validated by three experts. Kudar-Richardson -21 was used to determine the reliability of Mathematics Achievement Test (MAT) and reliability index of 0.79 was obtained for MAT. Data obtained  were organized and analyzed using mean scores and standard deviation to answer the research questions and the null hypotheses were tested using analysis of covariance (ANCOVA) at 0.05 level of significance. The study revealed the following findings: Intervention using reciprocal peer tutoring strategy significantly improved achievement in Mathematics for conflict resolution. The mean Mathematics achievement scores of male and female low achievers did not significantly differ based on exposure to reciprocal peer tutoring strategy. It was thus recommended that teachers should be taught how to help students acquire skills required in the use of reciprocal peer tutoring strategy for conflict resolution.