Effect of Reciprocal-Peer-Tutoring Learning Strategy on Students’ Achievement in Radioactivity in South Senatorial District, Benue State, Nigeria

Abstract

This study investigated the effect of the Reciprocal Peer Tutoring (RPT) learning strategy on students’ achievement in Radioactivity among Upper Basic III students in the South Senatorial District of Benue State, Nigeria. The quasi-experimental design adopted a non-randomized pretest-posttest control group approach. A total of 800 students from eight co-educational public secondary schools participated in the study. The experimental group was taught Radioactivity using the RPT strategy, while the control group received instruction through the conventional lecture method. The instrument used for data collection was the Students’ Achievement in Radioactivity Test (SART), which was validated and found to have a reliability coefficient of 0.81. Data collected were analyzed using mean, standard deviation, t-test, and Analysis of Covariance (ANCOVA) at 0.05 level of significance. Findings revealed that students taught using RPT significantly outperformed those taught using the conventional method in terms of achievement. However, there was no significant difference in the achievement scores of male and female students exposed to the RPT strategy, indicating its gender inclusiveness. The study concluded that RPT is an effective, equitable instructional strategy that enhances students' academic performance in Radioactivity. It recommended the adoption of RPT in science classrooms to foster improved understanding and achievement, as well as professional development for teachers to facilitate its implementation.