Impact of Cross-Age Peer-Tutoring Strategy on Interest in Genetics Concepts among Upper Basic Science Students in Zaria, Kaduna State, Nigeria
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Abstract
This research examined the impact of the Cross-Age Peer-Tutoring Strategy on interest in genetics concepts among upper basic science students in Zaria, Kaduna State, Nigeria. The study utilized a quasi-experimental design featuring experimental and control groups. The participants were drawn from a population of 8,439 students across 29 public schools. A multi-stage sampling approach resulted in a sample size of 140 students, selected through purposive and simple random techniques. The Students' Genetics Interest Questionnaire (SGIQ), with a high reliability coefficient of 0.87, served as the primary instrument for data collection. Experts from the Department of Biological Science and Science Education validated the instrument. Mann-Whitney U-test was applied to test the null hypotheses at the 0.05 level of significance. The results revealed that significant difference exists between the interest level of students in the experimental and control groups but differences do not exist in the interest of male and female students taught using peer tutoring instructional strategy. Based on these outcomes, it was suggested that the government at the federal, state and local through the Ministry of Education should organize and sponsor science teachers to go for workshops and seminars on teaching methodologies to inculcate their professional skills on peer tutoring, among others.
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