EFFECTS OF CLASS-WIDE PEER-TUTORING ON SLOW LEARNERS' ACHIEVEMENT IN FINANCIALACCOUNTING IN OYO STATE

Abstract

The study investigated the effects of class wide peer-tutoring (CWPT) on slow learners' achievement in financial accounting. The study adopted a quasi experimental design; specifically, pre-test post-test non-equivalent control group design. Two research questions were raised and answered while two null hypotheses were tested at 0.05 level of significance. A total of 39 Senior Secondary School slow learners participated in the study. Financial Accounting Achievement Test (FAAT) instrument was used for data collection which was validated by experts in measurement and evaluation and financial accounting
education. Reliability of the instrument was tested using test-retest method which yielded a correlation coefficient of 0.83. The arithmetic mean was used to answer the research questions while Analysis of Covariance (ANCOVA) was used in testing the null hypotheses at 0.05 level of significance. The findings from the study revealed that the slow learners who were taught financial accounting using CWPT performed higher than the slow learners taught using conventional method at post-test. The result of the study also indicated that male and female slow learners taught using CWPT were not significantly different in their achievement in financial accounting. It was recommended that teacher training colleges and faculties of education in Nigeria universities should incorporate
CWPT in their curriculum so that prospective teachers will acquire basic skills for design and implementation of CWPT technique in order to improve understanding of students in the subject taught.