This study investigated the impact of Reciprocal peer-tutoring on senior secondary students’ Achievement in large Physics classes in Nigeria. It adopted the pretest-posttest control group quasi-experimental design. One hundred and ninety-four intact class of students (112 males and 82females) with a mean age of 15.7 years, SD= 1.7 from four co-educational secondary schools in Edo State, Nigeria constituted the sample for the study. A Physics Achievement Test (PAT) consisting of fifty items in multiple-choice format was used for data collection. Data was analyzed using simple descriptive statistics and t-test. Results revealed that reciprocal peer tutoring improved students’ achievement in Physics in large classes significantly. However, no significant effect of reciprocal peer-tutoring on gender was found. The findings from this study tend to suggest that reciprocal peer-tutoring could be a panacea for dealing with the problems of Physics achievement deficits in large class sizes. In effect, policy makers may not need to bother reducing large class sizes but encourage Physics teachers to employ reciprocal peer-tutoring to facilitate students’ learning.
|Keywords:||Peer-tutoring, Reciprocal Teaching, Secondary School, Achievement, Physics, Large Class Size|
Lecturer 1, Curriculum Studies and Instructional Technology Department, Faculty of Education, Olabisi Onabanjo University, Ago Iwoye, Ogun, Nigeria