Effects of Class-wide Peer Tutoring and Problem-solving Strategies on Federal Colleges of Education Students’ Academic Achievement in Algebraic Expressions in Southwest, Nigeria

Simple item page
dc.contributor.authorOluwafunmike Oyenike EZEKIEL
dc.date.accessioned2025-09-23T11:36:50Z
dc.date.available2025-09-23T11:36:50Z
dc.date.issued2025-12
dc.description.abstractStudents’ achievements in Algebraic expressions concept as a course under Basic General Mathematics II for students in all Federal Colleges of Education, Nigeria over the years have not been encouraging. This may be due to factors like large class-size, crowded classrooms, misinterpretation of word problems, gender differences, students’ attitude and interest in the course, teaching methodologies employed by the lecturers and other factors. Many scholars had worked on class-wide peer tutoring but not many have worked on the combined effects of problem-solving strategy hence this study determined effects of class-wide peer tutoring and problem-solving strategy on Federal Colleges of Education students’ academic achievement in Algebraic expressions in Southwest, Nigeria. The population for the study comprised all the 100 level Students in Federal Colleges of Education Southwest, Nigeria. A random sampling technique was used to select 380 students for the study. Three research instruments were used: Algebraic Expressions Concept Students’ Academic Achievement Test (AECSAAT) (KR20= 0.87), Questionnaire on Students’ Attitude (QSA) (r=0.76) and Lesson Plan Format (LPF). Seven hypotheses were formulated and tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The results showed that there was a significant main effect of class-wide peer tutoring, problem-solving and conventional strategy on students’ academic achievement in Algebraic expressions (F (2, 379) =352.161, partial, η2=0.653); there was a significant main effect of gender on students’ academic achievement in Algebraic expressions (F (1, 379) =0.002 partial, η 2=0.200); there was a significant main effect of class-size on students’ academic achievement in Algebraic expressions (F (2,379) =352.161 partial, η2=0.653); there was no significant interaction effect of class-wide peer tutoring, problem-solving, conventional strategies and gender on students’ academic achievement in Algebraic expressions (F (2,379) =352.161 partial, η2=0.002); there was no significant interaction effect of class-wide peer tutoring, problem-solving, conventional strategies and attitude on students’ academic achievement in Algebraic expressions(F(2, 379) = 0.563 partial, η2=0.003); there was no significant interaction effect of gender and attitude on students’ academic achievement in Algebraic expressions(F (1, 379) = 1.135 partial, η 2=0.003) and there was no significant interaction effect of class-wide peer tutoring, problem solving, conventional strategies, gender and attitude on students’ academic achievement in Algebraic expression(F (2, 379) = 1.433 partial, η 2=0.008). It was concluded that class-wide peer tutoring and problem-solving strategies improved students' academic achievement in Algebraic expressions concept. It was recommended among others that class-wide peer tutoring and problem-solving strategies should be adopted by teachers of Mathematics. Keywords: Class-wide peer tutoring, Problem-solving strategy, Algebraic expressions, Students’ academic achievement Word count: 399
dc.identifier.citationKate Turabia
dc.identifier.otherP.hD
dc.identifier.urihttps://repository.lcu.edu.ng/handle/123456789/1073
dc.language.isoen
dc.publisherLead City University, Ibadan
dc.relation.ispartofseriesP.hD
dc.subjectClass-wide peer tutoring
dc.subjectProblem-solving strategy
dc.subjectAlgebraic expressions
dc.subjectStudents’ academic achievement
dc.titleEffects of Class-wide Peer Tutoring and Problem-solving Strategies on Federal Colleges of Education Students’ Academic Achievement in Algebraic Expressions in Southwest, Nigeria
dc.typeThesis

Files

Original bundle
Now showing 1 - 2 of 2
No Thumbnail Available
Name:
EZEKIEL, Oluwafunmike Oyenike PhD PRELIMINARIES PAGE.pdf
Size:
1.25 MB
Format:
Adobe Portable Document Format
Download
No Thumbnail Available
Name:
EZEKIEL, Oluwafunmike Oyenike PhD THESIS.pdf
Size:
19.75 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed to upon submission
Description:
Download

Collections

Science Education