5E INSTRUCTIONAL MODEL, PEER TUTORING INSTRUCTIONAL STRATEGY AND STUDENTS'ACADEMIC PERFORMANCE IN MATHEMATICS IN ETINAN LOCAL GOVERNMENT AREA
Abstract
The study was carried out to examine the effect of 5E and peer-tutoring instructional strategies on students' academic performance in Mathematics in Etinan Local Government Area. In order to achieve this purpose, three objectives, three research questions and three hypotheses were formulated to guide the study. The design for the study was quasi-experimental design. The population for the study consisted of all the 1584 senior secondary two (SS2) Mathematics students in the 11 public secondary schools in Etinan Local Government Area. A sample size of 98 students was used for the study. Simple random sampling technique was used for the selection. A researcher designed instrument tagged Mathematics Performance Test (MPT) was used for data collection. The instrument was subjected to face validity. A reliability coefficient of .80 was obtained for the instrument using Kuder-Richardson 20 formula. Mean and standard deviation was used to answer the research questions while independent t-test was used for testing the hypotheses. The findings of this study showed that there is no significant difference in the mean performance scores of students in Mathematics taught the concept of Geometry using 5E and peer-tutoring instructional strategies; there is significant difference in the mean performance scores of male and female students in Mathematics taught the concept of Geometry using 5E instructional model; and there is significant difference in the mean performance scores of male and female students in Mathematics taught the concept of Geometry using peer-tutoring instructional strategy. Based on the findings of the study, it was concluded that 5E and peer-tutoring instructional strategies enhance students' academic performance in Mathematics in Etinan Local Government Area. It was recommended among others that, Seminars, workshops and conferences should be organized by the state government to train teachers on the use of 5E and peer-tutoring instructional strategies for teaching Mathematics concepts.
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