EFFECT OF RECIPROCAL PEER TUTORING ON STUDENTS' ACADEMIC ACHIEVEMENT IN CHEMICAL EQUILIBRIUM

The purpose of the study was to determine the effect of reciprocal peer tutoring on the academic achievement of senior school students in chemical equilibrium. A quasi-experimental non-randomized control group, pretest-posttest design was adopted for the study. A total of 110 SS11 science students of both sexes participated in the study. The instrument used for data collection was Chemical Equilibrium Achievement Test (CEAT). Mean and standard deviation were used to analyze the data for answering the research questions. The hypotheses were tested using analysis of covariance (ANCOVA) at 0.05 level of significance. The results show that students taught with reciprocal peer tutoring had higher posttest mean scores in Chemical Equilibrium Achievement Test (CEAT) than those taught with the traditional method of teaching. The result also showed that gender had no effect in the academic achievement of students. Following the findings of the study it was recommended that chemistry teachers should employ the use of reciprocal peer tutoring in the teaching of difficult concepts in chemistry.