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EFFECTS OF RECIPROCAL PEER TUTORING ON ACHIEVEMENT, INTEREST AND PERCEIVED SELF-EFFICACY IN READING COMPREHENSION OF SENIOR SECONDARY SCHOOL STUDENTS IN ENUGU STATE, NIGERIA

ABSTRACTS

 This study was carried out to investigate the effects of training in reciprocal peer tutoring strategy on achievement, interest and perceived self-efficacy in reading comprehension of senior secondary school students. The influence of gender and gender groupings on the achievement, interest and self-efficacy of students were explored. The effect of interaction of reciprocal peer tutoring strategy and gender on achievement, interest and self-efficacy was also examined. Four research questions were generated and four null hypotheses were formulated to guide the study. The study was a non-equivalent control group quasi-experimental design, involving one treatment and one control group. A total of 174 senior secondary class two students from four co-educational senior secondary schools in Obollo Afor Education Zone made up the sample for the study. In each school, one intact class was randomly selected and the intact classes were also randomly assigned to experimental and control conditions. Three instruments namely: Test of Comprehension (TOC) forms I and II, Students’ Reading Comprehension Interest Rating Scale, Students’ Self-efficacy Rating Scale and two training programmes namely: Reciprocal Peer Tutoring Strategy Lesson Plan and Conventional Lesson Plan, were developed, by the researcher . The reciprocal peer tutoring strategy lesson plan was used for the experimental group while the control group received training using the conventional teaching method. The data obtained were analyzed using mean scores, standard deviation and 2 x 2 analysis of covariance (ANCOVA). The major findings of the study were that intervention using reciprocal peer tutoring strategy significantly improved the achievement, interest and perceived self-efficacy in reading comprehension of senior secondary school students; that gender had no significant influence on the achievement, interest and self-efficacy in reading comprehension of students based on the reciprocal peer tutoring strategy; that gender grouping was not a significant factor in the achievement, interest and self-efficacy of students in reading comprehension; that the interaction effect of reciprocal peer tutoring strategy and gender on achievement, interest and self-efficacy in reading comprehension of students was not significant. A major educational implication of the findings was that training in reciprocal peer tutoring strategy improves achievement, interest and self-efficacy in reading comprehension and this suggests that teachers would achieve better results if trained on how to use RPT strategy. It was thus recommended that emphasis should be given to equipping students with the relevant skills in using reciprocal peer tutoring strategy and that teacher preparation institutions should incorporate RPT strategy in the relevant areas of the curriculum units and expose both the pre-service and in-service teachers to this strategy learning.

Project detailsContents
 
Number of Pages190 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
ReferenceReference
QuestionnaireQuestionnaire
AppendixAppendix
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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