• DR. ASUBIOJO RAPHAEL OJO
• DR. OMODARA OLADELE DENIES

The study examined the effect of Peer-tutoring and concept-mapping instructional strategies on students’ achievement in Physics. The study was a quasi-experimental of non-equivalent, pre-test, post-test control group design. The population for the study consists of all the Senior Secondary class two (SS2) Physics students in Ekiti-State. Through multi-stage sampling technique a sample size of 120 SS2 Physics students were selected in 12 Local Governments Area of Ekiti-State. The students were placed into three experimental groups and a control group. Experimental group 1 was taught with Peer-tutoring strategy, experimental group 2 was admonished with Concept-mapping technique; experimental group 3 was taught with both Peer-tutoring and Concept- strategies while the control group was taught using Lecture method. Physics Achievement Test (PAT) developed by the researcher was used to for data collection. The items of this instrument were subjected to face and content validation. The reliability of the instrument was established through Test-retest method. The reliability Coefficient obtained was 0.75. Five null hypotheses were formulated and tested at 0.05 level of significant to guide the study. The research questions were answered using Mean and Standard deviation while the hypotheses were analysed using Analysis of Covariance(ANCOVA).The results from the study shows that students taught Physics with both Peer-tutoring and Concept-mapping strategies improved significantly with a Mean score of 30.70 as against 25.93 and 29.37 of individual strategy of Peer-tutoring and Concept-mapping respectively. However, results obtained from the study shows that there is no significant difference in achievement mean scores of male and female students taught with Peer-tutoring and Concept-mapping strategies .Based on the findings from the results, it is recommended that Peer-tutoring and Concept-mapping strategies should be adopted for teaching Physics and other Science related courses in secondary schools as it involves active participation of students in the learning process.

Peer-tutoring, Concept-Mapping, Students’ Achievement, Physics, Strategy.

"EFFECTS OF PEER-TUTORING AND CONCEPT-MAPPING INSTRUCTIONAL STRATEGIES ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN SCIENCE AND TECHNOLOGY IN EKITI STATE NIGERIA", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.9, Issue 1, page no.a51-a69, January-2022, Available :http://www.jetir.org/papers/JETIR2201008.pdf

"EFFECTS OF PEER-TUTORING AND CONCEPT-MAPPING INSTRUCTIONAL STRATEGIES ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN SCIENCE AND TECHNOLOGY IN EKITI STATE NIGERIA", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.9, Issue 1, page no. ppa51-a69, January-2022, Available at : http://www.jetir.org/papers/JETIR2201008.pdf