IIARD International Institute of Academic Research and Development

INTERNATIONAL JOURNAL OF ENGLISH LANGUAGE AND COMMUNICATION STUDIES (IJELCS )

E-ISSN 2545-5702
P-ISSN 2695-2157
VOL. 10 NO. 3 2025
DOI: 10.56201/ijelcs.vol.10.no3.2025.pg1.8

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The Effect of Peer Tutoring on Male and Female Senior Secondary School Students’ Academic Performance in English Grammar in Uruan LGA of Akwa Ibom State

Okon Angela Raymond, Ngwu, Martina Nnenna, PhD

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Abstract

This study investigated the effect of Peer Tutoring on male and female senior secondary school students’ academic performance in Grammar in Uruan LGA of Akwa Ibom State. The population of the study was sixteen thousand and forty-one students while two thousand, three hundred and eighty students comprised the sample size. The study formulated two objectives, two research questions and two hypotheses. The instrument of the study was 30 items self-structured questionnaire tagged Academic Performance of Students in Grammar Questionnaire. The study adopted quasi experimental research design. To achieve the objectives of the study, t-test was employed to answer the research questions while the analysis of covariance was used to test the null hypotheses at 0.05 level of significance. Result of the study indicated that there was no significant difference in the mean scores of male and female students with regard to the performance of the students Grammar using the peer tutoring strategy. The study recommends amongst others that teachers should be encouraged to adopt different learning strategies including peer tutoring to enhance male and female students’ performance. Also, school administrators should mandate teachers in the transition classes to adopt peer tutoring strategy in a mixed school.

keywords:

Peer tutoring, academic performance, senior secondary, and English Grammar.

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