ASSESSMENT OF CLASS-WIDE PEER TUTORING STRATEGY ON THE ACHIEVEMENT OF SLOW LEARNERS IN MATHEMATICS IN PUBLIC SENIOR SECONDARY SCHOOLS IN FEDERAL CAPITAL TERRITORY, ABUJA NIGERIA

Abstract

The study examined the assessment of Class-Wide Peer Tutoring (CWPT) strategy on the achievement of slow learners in Mathematics in public Senior Secondary Schools in Abuja, Nigeria. The research design employed was a quasi-experimental pre-test and post-test. The population of the study comprised 10,936 SS II students. A total of 46 slow learners of public Senior Secondary Schools selected by simple random sampling technique participated in the study. The instrument used for data collection was the Mathematics Achievement Test (MAT), validated by experts and subjected to reliability using Cronbach Alpha, which yielded a reliability index of 0.84. Mean and standard deviation were used to answer the research questions and Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings revealed that the slow learners in the CWPT group (experimental) achieved significantly better than those in traditional method groups (control), The study also revealed no significant difference in the mean achievement scores of male and female slow learners taught Mathematics using CWPT in public Senior Secondary Schools Abuja. Based on the findings, it was recommended that the use of the CWPT method should be encouraged through workshops and seminars in schools among Mathematics teachers and CWPT method should be incorporated into the mathematics curriculum as one of the instructional strategies for teaching and learning.