Effects of Peer Learning Strategy on Students' Achievement and Retention in Quantitative Economics in Jos North Local Government Area, Plateau State, Nigeria

Peter John Mangut; Clementina Hashimu Bulus PhD; Augustine Sambo Azi; PhD

doi:10.56201/ijee.v12.no.2.2026.pg379.391

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Effects of Peer Learning Strategy on Students' Achievement and Retention in Quantitative Economics in Jos North Local Government Area, Plateau State, Nigeria

Peter John Mangut, Clementina Hashimu Bulus PhD, Augustine Sambo Azi, PhD

Abstract

The study examined the effects of Peer learning strategy on students' achievement in Quantitative Economics in Jos North Local Government Area, Plateau State. To achieve this, three research questions and three hypotheses were formulated. The study adopted a quasi- experimental research design, specifically the non-randomized pretest and post-test control group design. There are 22 State-owned public secondary schools in Jos-North L.G.A, Plateau State. The Population is 1331(729 males & 602 females) Senior Secondary Two (SS2) students studying Economics in Jos-North L.G.A, Plateau State. The sample size consists of 54 SS II students studying Economics in the two public secondary schools in the study area. The experimental group was made up of 23 (12 Males & 11 females), while the control group was made up of 31 (17 males & 14 females). A simple random sampling technique was used to select two public senior secondary schools in the Area. The research instrument that was used is called the Quantitative Economics Achievement Test . The content validity of the Quantitative Economics Achievement Test was established in the course of the study. Three experts validated the instrument. One expert in the Research, Measurement and Evaluation Unit of the Educational Foundation Department and two Lecturers from Economics Education Unit of the Department of Social Science Education all of the faculty of Education, University of Jos. The reliability coefficient obtained was 0.87 for QEAT. Descriptive statistics of frequency count, IJEE IJEE www.ijee.io percentages, mean and standard deviation was used to answer research questions and Analysis of Covariance was used to test each of the hypotheses at 0.05 level of significance using SPSS version 27.0. Based on the findings of this study, it was concluded that among others that, students taught Quantitative Economics using peer learning strategy achieved significantly higher than those taught using the lecture method. There was a significant difference in retention between the experimental and control groups in favour of the experimental group and Male and female students showed no significant difference in retention, although females had slightly higher mean scores. It was recommended that, Peer Learning Strategy should be used by teachers in the learning Quantitative Economics, Peer Learning Strategy should be used to clear gender differences in the teaching and learning of Quantitative Economics, since peer Learning Strategy is gender friendly and Schools should encourage collaborative learning environments, where students can interact, discuss, and solve problems together.

Keywords

EconomicsPeer LearningStrategyQuantitative EconomicsRetention

References

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Effects of Peer Learning Strategy on Students' Achievement and Retention in Quantitative Economics in Jos North Local Government Area, Plateau State, Nigeria

Abstract

Keywords

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