Effect of Peer Tutoring and Conventional Method of Teaching on Junior Secondary School Social Studies Students


  • Ayobami Adanikin Department of Social Science Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Nigeria
  • Matthew Omojemite Social Science and Language Education, Faculty of Education, University of the Free State, South Africa


Peer tutoring, Conventional teaching, Social Studies, Academic performance


The present research aims to establish the effect of conventional method and peer tutoring on junior secondary Social Studies students. The research design used in this study was quasi-experimental.  The students were selected through a simple random sampling technique which made up the sample for the study and purposive random sampling technique was employed to select JSS 3 Social Studies intact class used.  A Social Studies achievement test was used to obtain relevant information used in the study. The collected data were analyzed with descriptive statistics, analysis of variance and analysis of difference of mean at 0.05 level of significance. The results showed that there was a significant difference in the academic performance of students taught Social Studies with peer tutoring method of teaching and those taught with conventional method of teaching. Results also showed that there was significance difference in the post-test mean and the pre-test mean of Social Studies students taught with peer tutoring method of teaching. It was found that peer tutoring is an essential method of teaching that improves the academic performance of Social Studies students than the conventional method of teaching.


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How to Cite

Adanikin, A., & Omojemite, M. (2022). Effect of Peer Tutoring and Conventional Method of Teaching on Junior Secondary School Social Studies Students. Archives of Educational Studies (ARES), 1(1), 80–89. Retrieved from https://ares.pk/ojs/index.php/ares/article/view/5