Effects of Same-Age Peer-tutoring on Orthopaedic Impairment Students Achievement in Geometry in Senior Secondary Schools, Oyo State

Abstract

This study examined the effects of peer tutoring teaching strategy on 
orthopaedic impairment students achievement in geometry in Senior 
Secondary Schools II Oyo State. The study employed pre-test, posttest, 
control group quasi experimental design. The population consists of 25 
orthopaedic impairment students’ in all inclusive Senior Secondary Schools 
II Oyo State. The sampling technique used is intact. The instruments used 
were Students Mathematics Anxiety Rating Scale (SMARS) (r=0.85) 
Geometry Achievement Test for Students’ (GATS) (KR 20 = 0.97), 
Geometry Lesson Plan (GLP) and Geometry Lesson Notes (GLN). Seven 
hypotheses were postulated and tested. Data were analyzed using 
ANCOVA. The results revealed significant main effect of treatment on 
students’ with orthopaedic impairment achievement in geometry (F(2, 23) =
12.94; p<0.05, partial ?
2 = 0.65). There was no significant main effect of gender on students’ with orthopaedic impairment achievement in geometry 
(F(1, 24) = .03; p>.05, partial ?
2 = .002. ?
2 = 0.03). It was concluded 
that treatment have no effect on gender and anxiety on students’ with 
orthopaedic impairment academic achievement. It was suggested that 
same-age peer tutoring should be employed to enhance orthopaedics
impairment students’ achievement in geometry