COMPARATIVE EFFECTS OF PEER TUTORING AND EXPLICIT INSTRUCTIONAL STRATEGIES ON SCIENCE AND TECHNICAL COLLEGE STUDENTS’ ACHIEVEMENT AND RETENTION IN NASARAWA STATE, NIGERIA

Agu Peter Ashlame; Samuel Ruth Iwanger

doi:10.29121/granthaalayah.v7.i10.2019.409

Authors

Agu Peter Ashlame Department of Science, Technology and Mathematics Education, Faculty of Education, Nasarawa State University, Keffi, Nigeria
Samuel Ruth Iwanger Department of Science, Technology and Mathematics Education, Faculty of Education, Nasarawa State University, Keffi, Nigeria

DOI:

https://doi.org/10.29121/granthaalayah.v7.i10.2019.409

Keywords:

Achievement, Explicit, Peer Tutoring, Retention, Science and Technical College

Abstract [English]

This study investigated the effects of Peer Tutoring and Explicit instructional strategies on Science and Technical college students’ achievement and retention in Nasarawa State, Nigeria. Quasi-experimental, non-equivalent pretest, post-test, post-post-test control group design was employed for the study. The population consisted of 1,237 Science and Technical college students. The sample of the study comprised 67 Science and Technical College students purposively sampled from two intact classes randomly selected from the three Science and Technical colleges in Nasarawa State, Nigeria. Two research questions and two research hypotheses guided the study. Science and Technical Achievement Test (STAT) was used as instrument for data collection. It reliability was determined using Kuder-Richardson formula 20 (KR20) and the reliability coefficient of 0.83 was obtained. Mean and Standard Deviation were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the research hypotheses at 0.05 alpha level of significance. Bonferroni Multiple Comparisons was used to determine the direction of the difference. The findings of this study revealed that Peer Tutoring and Explicit instructional strategies have significant effect on Science and Technical college students’ achievement and retention. Based on the findings of this study, it was recommended that; Science and Technical college teachers should incorporate Peer Tutoring and Explicit instructional strategies into the teaching of Science and Technical subjects.

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