IMPROVING THE ACADEMIC ACHIEVEMENT OF LOW ACHIEVING SECONDARY SCHOOL STUDENTS IN PHYSICS USING PEER TUTORING LEARNING STRATEGY: IMPLICATIONS FOR ENGINEERING CAREER

As a result of reported cases of poor performance of students in Physics examinations in Nigeria, the researchers sought the effectiveness of peer tutoring of low-achieving students in Physics. A quasi experimental design was adopted for the study, using 166 senior secondary 2 low achieving physics students as study sample. A properly faced and content validated as well as trial tested Physics Achievement Test (PAT) was used to collect data for the study. Mean was used to analyse the data in order to answer the research questions, while the hypotheses were tested using analysis of covariance. The findings revealed that there was a significant (p< .05) effect of peer tutoring on low achieving students' achievement in physics. Also, it was evident from the study that gender was not a significant factor on the low achieving students' academic achievement in Physics. These findings have implications for students' engineering career in that effective use of peer tutoring learning strategy will increase the students' quest for engineering career through the promotion of their achievement in Physics. Based on the findings of the study, it was recommended that physics teachers should adopt the use of peer tutoring learning strategy in their lessons in order to enhance students' academic achievement in physics.