EFFECT OF PEER TUTORING INSTRUCTIONAL STRATEGY ON STUDENT’S ACHIEVEMENTS AND INTEREST IN SOME GRAPH-RELATED CONCEPT IN ECONOMICS AMONG UNDERGRADUATES IN IBADAN

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EFFECT OF PEER TUTORING INSTRUCTIONAL STRATEGY ON STUDENT’S ACHIEVEMENTS AND INTEREST IN SOME GRAPH-RELATED CONCEPT IN ECONOMICS AMONG UNDERGRADUATES IN IBADAN

Abstract:

This research investigates the impact of peer tutoring as an instructional strategy on students’ achievements and interest in graph-related concepts in economics among undergraduates in Ibadan. The study employs a quasi-experimental design, utilizing pre-test and post-test assessments to measure the effectiveness of peer tutoring. The participants include undergraduate students enrolled in economics courses in selected institutions in Ibadan.

The research aims to address the following objectives: (1) to assess the baseline understanding of graph-related concepts among undergraduates; (2) to implement a peer tutoring instructional strategy to a randomly assigned experimental group; (3) to compare the academic achievements of the experimental group with a control group exposed to traditional teaching methods; (4) to gauge students’ interest in graph-related concepts before and after the intervention; and (5) to explore students’ perceptions and experiences with peer tutoring.

The intervention period involves structured peer tutoring sessions focused on enhancing students’ comprehension of graph-related concepts in economics. Data is collected through pre- and post-tests, surveys, and interviews. Statistical analysis, including t-tests and regression analysis, is employed to assess the impact of the peer tutoring strategy on academic achievements and interest levels.

The findings of this research contribute to the existing body of knowledge on effective instructional strategies in economics education. The study also provides insights into the potential benefits of peer tutoring, not only in terms of academic achievements but also in fostering interest and engagement among students in graph-related concepts. The implications of these findings are discussed with a focus on informing pedagogical practices in economics education

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