IMPACT OF PEAR TUTORING ON ACADEMIC PERFORMANCE OF PHYSICS STUDENTS IN KANO STATE WUDIL LOCAL GOVERNMENT

ABSTRACT This study examined the impact of peer tutoring on the academic performance of physics students in selected secondary schools within Wudil Local Government Area of Kano State, Nigeria. Physics has long been identified as one of the most challenging subjects in the Nigerian secondary school curriculum, with students consistently recording poor performance due to factors such as inadequate teaching methods, lack of resources, and negative perceptions of the subject. To address these challenges, this research explored peer tutoring as an alternative instructional strategy capable of fostering collaborative learning and improving student outcomes. A quasi-experimental research design was adopted, specifically the pre-test, post-test control group design, which allowed for the comparison of students exposed to peer tutoring (experimental group) and those taught using conventional teacher-centered methods (control group). The population of the study consisted of all Senior Secondary School Two (SSS II) physics students in Wudil Local Government Area, from which 200 participants were selected using a multistage sampling technique to ensure representation across four different schools. Data were gathered using a validated Physics Achievement Test (PAT), which measured conceptual understanding, problem-solving skills, and application of physics principles. The reliability of the instrument was established through pilot testing, yielding a high internal consistency index. Data were analyzed using descriptive statistics, paired and independent t- tests, as well as Analysis of Covariance (ANCOVA) to control for initial differences in performance. The findings revealed that students in the experimental group recorded significantly higher mean scores in the post-test compared to their counterparts in the control group. Beyond improved test performance, peer tutoring was found to positively influence students’ interest in and attitudes toward physics, making the subject more engaging and less intimidating. Moreover, analysis by gender indicated no significant difference in the effectiveness of the intervention, suggesting that peer tutoring is equally beneficial to both male and female students. The results of this study confirm that peer tutoring is an effective pedagogical approach capable of enhancing academic achievement, fostering positive attitudes, and promoting inclusive learning experiences in physics education. It concludes that the integration of peer tutoring into classroom practice can serve as a viable solution to persistent challenges associated with traditional teacher-centered instruction. Consequently, the study recommends that teachers, school administrators, and policymakers encourage and institutionalize structured peer tutoring programs as a complementary strategy to improve physics learning outcomes and overall science education in Nigeria.