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

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 orthopaedicsimpairment students’ achievement in geometry