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 This study sought to explore the effects of reciprocal peer tutoring (RPT) Learning strategy on reading comprehension achievement and social interaction of pupils with emotional behavioural disorders. Six research questions and six nul hypotheses guided the study. The research design adopted for this study was quasi-experimental design with a non-equivalent pre-test post-teat control group design with one treatment and one control group. A total of 62 (30 males and 32 females identified (2016/2017 session) elementary five pupils with emotional behavioural disorders drawn from four public primary schools in Nsukka Local Government Education Authority using random sampling technique were used for the study. Three research instruments namely: Emotional Behavioural Disorders Identification scale (EBDIS), Test of Comprehension (TOC) forms, one and two and pupils’ Social Interaction Scale were used for the study (PSIS) and two training programmes namely: Reciprocal Peer Tutoring Training Programme(RPTSTP) and Conventional Teaching Method Lesson Plan were developed, validated and used for the study. The Test of Comprehension (TOC) form one and Pupils Social Interaction Scales were used for pre-treatment assessment, while (TOC) form two and (PSIS) were used for post-treatment assessment. Internal consistency reliability coefficients were determined for the three instruments using cronbach alpha method and reliability indices of 0.68 and 0.76 were got for TOC forms one and two, while PSIS yielded an overall reliability estimate of 0.77. Data obtained through the administration of TOC and PSIS were organized and analyzed using mean scores, standard deviation and 2x2 analysis of covariance (ANCOVA). The findings were Intervention using RPT significantly improved reading comprehension achievement of pupils with EBD. Gender as a factor in the study has no significant influence on the reading comprehension achievement of pupils with EBD. Gender as a factor in the study has no significant influence on the social interaction of pupils with EBD. There was no significant interaction effect of treatment using RPT learning strategy and gender on reading comprehension achievement of pupils with EBD. A major educational implication of the findings was that training in RPT learning strategy could improve reading comprehension achievement and social interaction of pupils with EBD. It was thus recommended that emphasis should be given to equipping pupils with the relevant skills in using RPT learning strategy and that teacher preparation institutions should incorporate RPT learning strategy in the relevant areas of the curriculum units and expose both the pre-service and in-service teachers to this learning strategy.

Project detailsContents
Number of Pages166 pages
Chapter one Introduction
Chapter two Literature review
Chapter three  methodology
Chapter  four  Data analysis
Chapter  five Summary,discussion & recommendations
Chapter summary1 to 5 chapters
Available documentPDF and MS-word format


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