Publication Information
Journal: NAU Journal of Technology and Vocational Education
Volume: 1 (2014-2016)
EFFECTS OF CLASS-WIDE PEER-TUTORING ON SLOW LEARNERS' ACHIEVEMENT IN FINANCIALACCOUNTING IN OYO STATE
Olawoyin, Rasheed Olawale
Department of Business Education School of Vocational and Technical Education, The College of Education Lanlate, Oyo State
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 subjecttaught.
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 subjecttaught.
Abubakar, R. B., & Adegboyega, B. I. (2012). Age and gender as determinants of academic achievementsin
collegemathematics.Asian Journal ofNatural&Applied Sciences, 1(2), 121-
127.Retrievedfromwww.ajsc.leena-luna.co.jp/AJSCPDFs/Vol.1(2)/AJSC2012(1.2-12).pdf
Azubuike, E. N. (2012). Effect of peer tutoring instructional strateg on achievement in biology of senior
secondary school slow learners in anambra state (master's thesis). Retrieved from http:// nau l ib
r a r y . o r g / d g l i b r a r y / a d m i n / b o o k _ d i r e c t o r y / E d u c a t i o n a l _
Management_Policy/11394.pdf
Borah, R. R. (2013). Role of teachers and guardians in honing their hidden skills. Journal of E d u c a ti o
n a l P l a n n i n g & A d m i n i s t r a t i o n , 3 ( 2 ) . R e t r i e v e d f r o m
www.ripublication.com/ijepav3n2_04.pdf
Glautier, M.W.E., Underdown, B., & Morris, D. (2011). Accounting theory and practice (8th ed.).
England: Pearson Education Limited.
Igboanugo, B. I. (2013). Effects of peer-teaching on students' achievement and interest in senior school
difficult chemistry concepts. InternationalJournal of EducationalResearch, 12(2), 61- 71.
Kolawole, E. B. (2007). Effects of competitive and cooperative learning strategies on academic
performance of Nigerian students in mathematics. Educational Research Review, 3(1). Retrieved
from http://www.academicjournals.org/err/PDF/pdf%202008/Jan/Kolawole pdf
National Examinations Council (2002). Regulations and syllabus for senior secondary school certificate
examination. Minna: NECO
National Population Census (2006). Retrieved from http://en.wikipedia.org/wiki/ Oyo_state_population
Nworgu, B. G. (2006). Educational research: Basic issues and methodology. Nsukka: University Trust
Publishers.
Obiunu, J. J. (2008). Effectiveness of reciprocal peer tutoring on the enhancement of career decision making
process among secondary school adolescents. Educational Research and Review, 3(7), 236-241.
Retrievedfromhttp://www.academicjournals.org/ERR
Ogundare, S. F. (2008). Invitation to Research Methods in Education. Lagos: Pavlov Publishers.
Okoli, J. N. & Egbunonu, R. N. (2012). Effects of blended approach on Nigerian senior secondary school
students' achievement in Biology. International Journal of Educational Research and
Development,4(1),91-97.
Olawoyin, R. O. (2015). Effects of reciprocal peer-tutoring on students' achievement in office practice in
business studies in Oyo education zone of Oyo state. Master's Thesis of Nnamdi Azikiwe University,
Awka.
Shaw, S., Grimes, D., & Bulman, J. (2005). Educating slow learners:Are charter schoolsthe last, best hope for
their educational success? The Charter Schools Resource Journal, 1(1). Retrieved from
http://www.ehhs.cmich.edu/~tcsrj/shaw4
Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6),631-645.
Yusuff, A. (2015). Book keeping and accounting education. Retrieved from
http://www.musero.org.ng/publications/BOOk%20KEEPING_%20AND_%20ACCOUNTI
NG%_20EDUCATION.pdf
collegemathematics.Asian Journal ofNatural&Applied Sciences, 1(2), 121-
127.Retrievedfromwww.ajsc.leena-luna.co.jp/AJSCPDFs/Vol.1(2)/AJSC2012(1.2-12).pdf
Azubuike, E. N. (2012). Effect of peer tutoring instructional strateg on achievement in biology of senior
secondary school slow learners in anambra state (master's thesis). Retrieved from http:// nau l ib
r a r y . o r g / d g l i b r a r y / a d m i n / b o o k _ d i r e c t o r y / E d u c a t i o n a l _
Management_Policy/11394.pdf
Borah, R. R. (2013). Role of teachers and guardians in honing their hidden skills. Journal of E d u c a ti o
n a l P l a n n i n g & A d m i n i s t r a t i o n , 3 ( 2 ) . R e t r i e v e d f r o m
www.ripublication.com/ijepav3n2_04.pdf
Glautier, M.W.E., Underdown, B., & Morris, D. (2011). Accounting theory and practice (8th ed.).
England: Pearson Education Limited.
Igboanugo, B. I. (2013). Effects of peer-teaching on students' achievement and interest in senior school
difficult chemistry concepts. InternationalJournal of EducationalResearch, 12(2), 61- 71.
Kolawole, E. B. (2007). Effects of competitive and cooperative learning strategies on academic
performance of Nigerian students in mathematics. Educational Research Review, 3(1). Retrieved
from http://www.academicjournals.org/err/PDF/pdf%202008/Jan/Kolawole pdf
National Examinations Council (2002). Regulations and syllabus for senior secondary school certificate
examination. Minna: NECO
National Population Census (2006). Retrieved from http://en.wikipedia.org/wiki/ Oyo_state_population
Nworgu, B. G. (2006). Educational research: Basic issues and methodology. Nsukka: University Trust
Publishers.
Obiunu, J. J. (2008). Effectiveness of reciprocal peer tutoring on the enhancement of career decision making
process among secondary school adolescents. Educational Research and Review, 3(7), 236-241.
Retrievedfromhttp://www.academicjournals.org/ERR
Ogundare, S. F. (2008). Invitation to Research Methods in Education. Lagos: Pavlov Publishers.
Okoli, J. N. & Egbunonu, R. N. (2012). Effects of blended approach on Nigerian senior secondary school
students' achievement in Biology. International Journal of Educational Research and
Development,4(1),91-97.
Olawoyin, R. O. (2015). Effects of reciprocal peer-tutoring on students' achievement in office practice in
business studies in Oyo education zone of Oyo state. Master's Thesis of Nnamdi Azikiwe University,
Awka.
Shaw, S., Grimes, D., & Bulman, J. (2005). Educating slow learners:Are charter schoolsthe last, best hope for
their educational success? The Charter Schools Resource Journal, 1(1). Retrieved from
http://www.ehhs.cmich.edu/~tcsrj/shaw4
Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6),631-645.
Yusuff, A. (2015). Book keeping and accounting education. Retrieved from
http://www.musero.org.ng/publications/BOOk%20KEEPING_%20AND_%20ACCOUNTI
NG%_20EDUCATION.pdf