Peer tutoring – assisted instruction, parent supportiveness and student locus of control – as determinants of academic achievement in senior secondary school mathematics

  • I Oluyemi Onabanjo Olabisi Onabanjo University, Ago-Iwoye, Ogun State, Nigeria
  • PN Okpala Institute of Education, University of Ibadan, Ibadan, Oyo State, Nigeria

Abstract

The study investigated the effect of peer tutoring-assisted instruction, parent supportiveness and students locus of control on achievement in Senior Secondary Mathematics. It adopted a non-randomized pretest posttest control group design in a quasi experimental setting. It involves 300 senior secondary II students from six coeducational secondary schools in Odogbolu and Ijebu – Ode Local Government Areas of Ogun State Nigeria. The data collected were analysed using analysis of Covariance (ANCOVA). The findings revealed that there was significant main effect of treatment (peer tutoring) on mathematics achievement, it also revealed a significant interaction effect of treatment and parent supportiveness on achievement in mathematics. The three way interaction was founded not to be significant. The implication and recommendations were made.

African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 9-17
Published
2006-11-24
Section
Articles

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print ISSN: 2508-1128