COMPARATIVE EFFECTS OF CLASS WIDE TUTORING INSTRUCTIONAL STRATEGIES ON ACADEMIC ACHIEVEMENT OF BUSINESS STATISTICS STUDENTS IN COLLEGES OF EDUCATION IN NORTH-EAST NIGERIA.

Abstract

This study Investigated the Comparative Effects of Class Wide Tutoring Instructional Strategies on Academic Achievement of Business Statistics Students in Colleges of Education in North-East Nigeria. The study was guided by two specific objectives with corresponding research questions and hypotheses. The quasi-experimental research design was adopted for the study. The population of the study was 879 students and 107 were used for the study. The two intact classes were randomly assigned to one control group (taught with the conventional lecture method) and Class-wide peer tutoring strategies. Data were collected using the Business Statistics Achievement Test (BUSAT) and the Business Statistics Interest Questionnaire (BSIQ), which were validated by three experts and pilot tested at Kano. A reliability coefficient of 0.814 and 0.719 were obtained for achievement test and interest questionnaire. Data were collected with the aid of four research assistants. Data collected were analyzed with the aid of statistical package for social science (SPSS). Descriptive statistics of mean, standard deviation and mean difference was used to answer the research questions. Inferential statistics of ANOVA and independent t-test were used to test the null hypotheses at a 0.05 significance level. The findings revealed among others that class wide peer tutoring instructional strategies have positive and significant effect on the academic achievement of business education students in Business Statistics. The study concluded that the adoption of class wide peer tutoring strategies will help in enhancing students' academic achievement in Business Statistics. It was recommended among others that Business Statistics lecturers should incorporate class wide peer tutoring strategies into their teaching to improve learning outcomes, and curriculum planners should consider these strategies for curriculum reforms.