Peer Tutoring as A Predictor of Academic Achievement in English Language Among Senior Secondary School Students in Yenagoa LGA, Bayelsa State

Abstract

This study examined how peer tutoring relates to the academic achievement of senior secondary school students in English language in Yenagoa Local Government Area of Bayelsa State. A quasi-experimental design was adopted. From a population of 10,142 students across 32 public schools, 2,014 students were selected from ten schools. Data were collected using the Students’ Questionnaire on Peer Tutoring (SQPT), a 10-item instrument with a split-half reliability coefficient of 0.86. Mean and standard deviation were used to address the research question, while Pearson Product Moment Correlation was applied to test the hypothesis at the 0.05 level. The analysis showed a strong positive association (r = .707, p < .05) between peer tutoring and students’ performance in English. The findings suggest that structured peer-supported learning enhances engagement, collaboration, and academic growth. It was recommended that schools institutionalize organized peer tutoring practices within English classrooms.