Effect of Peer Tutoring on the Chemistry Achievement of Secondary School Students in Kwara State, Nigeria

ABSTRACT This study investigates the effect of peer tutoring on the chemistry achievement of secondary school students in Kwara State, Nigeria. The research aims to address the persistent challenges faced by students in mastering chemistry concepts and achieving proficiency in the subject. Peer tutoring, a collaborative learning approach where students teach and learn from each other under the guidance of a facilitator, is examined as a potential solution to enhance chemistry learning outcomes. The study employs a mixed-methods research design, combining quantitative analysis of chemistry examination scores with qualitative exploration of students' perceptions and experiences of peer tutoring. Secondary school students in Kwara State are selected as participants, with some receiving peer tutoring interventions while others serve as a control group. Quantitative analysis involves comparing the chemistry achievement scores of students who receive peer tutoring with those who do not, using statistical techniques to determine the significance of any observed differences. Qualitative data is gathered through interviews and focus group discussions to explore students' attitudes, self-efficacy beliefs, and experiences of peer tutoring. The findings of this research contribute valuable insights into the efficacy of peer tutoring as a supplementary instructional strategy in enhancing chemistry achievement among secondary school students. The study aims to inform educators, policymakers, and other stakeholders about the potential benefits of integrating peer tutoring into chemistry education curriculum in Kwara State and similar contexts. Ultimately, this research seeks to improve the quality of science education and promote academic success among secondary school students in Kwara State, Nigeria.