• Jeje O. S
• Gbenro S. O
• Aladesaye C. A

The study compared the influence of lecture method and peer-provided activities on the performance of at-risk mathematics students among the junior secondary schools in Ekiti state. A quasi-experimental pretest-posttest design was adopted. The sample for the study consisted of two hundred (200) at-risk mathematics students randomly selected through purposive randomization from twenty (20) junior secondary schools in Ekiti State. The at-risk mathematics students were selected based on their performance in the General Mathematics Ability Test (GMAT) conducted two weeks prior to the commencement of the experiment. A Mathematics Achievement Test (MAT) was used to collect the data for the study. Four research questions were formulated and the research hypotheses were tested using analysis of variance (ANOVA), and Analysis of Covariance (ANCOVA) at the 0.05 level of significance. The study revealed that learning outcomes of at-risk mathematics students improved significantly with the use of peer-provided activities than with the use of lecture method. Furthermore, the retention ability of at-risk mathematics student with taught peer-provided activity was significantly better than those taught with lecture. The study recommended that mathematics teachers in junior secondary schools should adopt peer tutoring strategy to enhance performance of at-risk mathematics students. The findings of this study indicated that peer tutoring enhances improved learning outcomes, better retention, and cooperation among at-risk mathematics students.

Teaching strategy, At-risk mathematics students, Peer tutoring, Learning outcome, Lecture method

"INFLUENCE OF LECTURE METHOD AND PEER-PROVIDED ACTIVITIES ON LEARNING OUTCOMES OF AT-RISK MATHEMATICS STUDENTS IN JUNIOR SECONDARY SCHOOLS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.5, Issue 6, page no.130-134, June-2018, Available :http://www.jetir.org/papers/JETIR1806520.pdf

"INFLUENCE OF LECTURE METHOD AND PEER-PROVIDED ACTIVITIES ON LEARNING OUTCOMES OF AT-RISK MATHEMATICS STUDENTS IN JUNIOR SECONDARY SCHOOLS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.5, Issue 6, page no. pp130-134, June-2018, Available at : http://www.jetir.org/papers/JETIR1806520.pdf