Effectiveness of Class-wide Peer Tutoring Strategy on Students’ Academic Performance in Financial Accounting in Public Senior Secondary Schools, Akwa Ibom South Senatorial District, Nigeria

Abstract

This study evaluates the effectiveness of the Class-wide Peer Tutoring strategy on the academic performance of students in Financial Accounting at Public Senior Secondary Schools within the Akwa Ibom South Senatorial District. A quasi-experimental design featuring a pretest-posttest, non-equivalent group involving 500 Senior Secondary 2 (SS2) students divided into treatment and control groups was utilized. The sample consists of 100 students, selected purposively from two intact classes. The treatment group received instruction using class-wide peer tutoring, while the control group was taught through the lecture teaching method. Data collection was obtained using the Financial Accounting Performance Test (FAPT), which comprised 30 objective test items with four answer choices (A-D). Pretests and posttests were administered, and the data were analyzed using descriptive statistics of mean and mean difference. ANCOVA was also utilized to test the hypothesis at 0.05 level of significance. The results showed that students who learned about issues of shares, share account preparation, using the Class-wide Peer Tutoring strategy, performed better than those taught using the conventional lecture method. The findings reveal that Class-wide peer tutoring is an effective teaching strategy, as it promotes active student engagement, fosters peer learning, ensures consistent academic interaction, and reinforces concept retention. Hence, it emerges as a powerful tool for improving students' academic performance in the Financial Accounting subject