EFFECTS OF PEER-TUTORING AND COMBINED EXPLICIT AND SYSTEMATIC INSTRUCTION STRATEGIES ON STUDENTS’ RETENTION IN MATHEMATICS
Idahosa O.M. PhD,Bilesanmi-Awoderu J.B. Prof,Oyedeji O.A. Prof
The study was conducted to find out effects of Peer-Tutoring (PT) and Combined Explicit and Systematic Instruction (CESI) Strategies on Students' Retention in Mathematics. Quasi-experimental design was used. The sample consisted of 162 Senior Secondary School Students from Edo State. Three Procedural instruments: CESI, PT and Conventional Method (CM) were used while Mathematics Achievement Test (MAT) and Students' Attitude Towards Mathematics Questionnaire (SATMQ) were used for data collection. Seven hypotheses were tested and data were subjected to Analysis of Covariance. Results revealed that there were significant main effects of instructional strategy on retention in the following order: CESI, CM and PT. Among others, it was recommended that teachers should use CESI strategy to enhance retention in Mathematics.
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