ABSTRACT

This study was designed to determine the effect of Peer Tutoring Instructional Strategy on the Interest, achievement, and retention of Senior Secondary School Slow learners in Biology. Six research questions and six null hypotheses guided this study. The study adopted a non randomized Pre-test, Post-test quasi-experimental design. The study was carried out in two co-education secondary schools in Aba Education Zone of Abia State. The population of the study consisted of 2993 senior secondary two students (SS2) offering Biology in Abia State and the sample consisted of 77 identified slow learners from two randomly selected intact classes in the sampled schools. The two intact classes of approximately 50 students each were assigned to experimental group and control group randomly. The experimental group was exposed to Peer Tutoring Instructional Strategy while the control group was exposed to Conventional Teaching Method. Data for the study were collected through two instruments: Biology Achievement & Retention Test (BART) and Biology Interest Rating Scale (BIRS). Data for the study were analysed using mean, standard deviation and analysis of covariance (ANCOVA) statistics. The null hypotheses were tested at .05 level of probability. Findings of the study revealed that the  Slow Learners in the Experimental Group achieved  better in Biology than the slow learners in the Control Group. However there was no significant difference in the mean interest and achievement scores of Slow Learners taught in the Experimental Group and those taught in the Control group. The study also revealed that there was no significant difference in the achievement and interest of male and female slow learners taught in the Experimental Group and those taught in the Control group. but there was a significant difference between the mean Retention scores of male and female slow learners taught Biology concepts in the Experimental Group and those taught in the Control group with those taught in the Experimental group having higher mean gain. Based on the findings of the study, it was recommended  that Biology teachers should endeavour to develop and adopt Peer Tutoring learning strategy as it would enhance overall interest, retention and achievement  as well as help reduce gender gap in Biology. Regular sensitization workshop should be organized by the different professional bodies such as STAN to retrain Biology teachers on the development and use of Peer Tutoring Instructional Strategy.