EFFECT OF RECIPROCAL PEER TUTORING ON PRIMARY SCHOOL PUPILS’ READING COMPREHENSION ACHIEVEMENT IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA

EFFECT OF RECIPROCAL PEER TUTORING ON PRIMARY SCHOOL PUPILS’ READING COMPREHENSION ACHIEVEMENT IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA

Abstract:
This study examines the effect of reciprocal peer tutoring on primary school pupils' reading comprehension achievement in Awka South Local Government Area of Anambra. Reading comprehension is a critical skill that forms the foundation for academic success and lifelong learning. However, many primary school pupils in this region face challenges in developing adequate reading comprehension skills.

The study employed a quasi-experimental design, with a pre-test and post-test control group. The participants were 120 primary school pupils randomly assigned to an experimental group and a control group. The experimental group received reciprocal peer tutoring intervention, while the control group followed the regular reading instruction. The intervention involved pairing pupils of similar reading abilities to engage in structured tutoring sessions, where they took turns as tutors and tutees.

The results indicated that reciprocal peer tutoring had a significant positive effect on primary school pupils' reading comprehension achievement. The experimental group demonstrated significantly higher gains in reading comprehension scores compared to the control group. The findings suggest that reciprocal peer tutoring can be an effective instructional strategy for improving reading comprehension in primary school pupils.

The implications of this study underscore the importance of implementing reciprocal peer tutoring programs in primary schools to enhance reading comprehension skills. Reciprocal peer tutoring not only provides opportunities for active engagement and meaningful interactions among pupils but also fosters a supportive learning environment. Educators and policymakers should consider incorporating reciprocal peer tutoring as a valuable pedagogical approach to promote reading comprehension among primary school pupils.

Further research is recommended to explore the long-term effects of reciprocal peer tutoring on reading comprehension achievement and to investigate the influence of factors such as gender, socio-economic status, and prior reading ability on the effectiveness of this intervention. Additionally, studies examining the perceptions and experiences of both tutors and tutees involved in reciprocal peer tutoring would provide valuable insights for optimizing its implementation in primary school settings.

EFFECT OF RECIPROCAL PEER TUTORING ON PRIMARY SCHOOL PUPILS’ READING COMPREHENSION ACHIEVEMENT IN AWKA SOUTH LOCAL GOVERNMENT AREA OF ANAMBRA. GET MORE EDUCATION PROJECT TOPICS AND MATERIALS