Abstract:
This research work investigated the impact of Class Wide Peer Tutoring (CWPT)
teaching strategy on Senior High School students’ academic achievement and retention.
It also looked at students’ perception of using CWPT method in teaching Quadratic
Functions. The design adopted was quasi-experimental design, involving pre-tests and
post-tests. One Hundred and sixty-six (166) students of 2016/2017 academic year in
the two public second cycle schools in the Central Tongu District of the Volta Region
of Ghana, offering elective mathematics, were used as the research sample. The simple
random sampling technique was used to select the experimental and control groups in
each sampled school. The experimental group was exposed to Class Wide Peer Tutoring
(CWPT), whilst the control group was taught with conventional method. Pre-test and
post-test were used in collecting data on students’ achievement. The first retention test
and second retention test helped in obtaining data on students’ retention of learned
mathematical concept. A reliability coefficient of 0.80 for the tests was obtained. An
Interview guide and observation checklist helped the researcher to obtain data on
students’ perception towards the CWPT procedure implemented. The data was
analysed using t-tests. The hypotheses were tested at 0.05 levels of significance. The
findings of the study showed that CWPT instructional strategies have significant effects
on students’ achievement, retention and perception in quadratic functions more than the
conventional method of teaching. It is recommended that government agencies and
other stake holders tasked with the responsibility of designing and revising the
curriculum for Senior High Schools, incorporate the use of Class Wide Peer Tutoring
technique in teaching mathematics.
Description:
A THESIS IN THE DEPARTMENT OF MATHEMATICS EDUCATION,
FACULTY OF SCIENCE EDUCATION, SUBMITTED TO THE SCHOOL OF
GRADUATE STUDIES, UNIVERSITY OF EDUCATION, WINNEBA, IN
PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF
THE DEGREE OF MASTER OF PHILOSOPHY IN MATHEMATICS
EDUCATION.
DECEMBER, 2017