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Researchjournali’s Journal of Education
Vol. 6 | No. 11 November | 2018 ISSN 2347-8225 1
Effects Of Cooperative
Learning And Peer
Tutoring Strategies On Fatokun Kehinde Victoria
Department Science, Technology & Mathematics
Education, Faculty of Education, Nasarawa State
Chemistry Students’ University, Keffi. Nigeria
Onwoke Jackson Egena
Achievement And Department Science, Technology & Mathematics

University, Keffi. Nigeria
Retention In Redox Sambo Hudu

Department Science, Technology & Mathematics
Reaction University, Keffi. Nigeria
www.researchjournali.com
ABSTRACT
This study examined the effects of cooperative learning and peer tutoring strategies on students’ achievement
and retention in redox reactions. Quasi-experimental design was used for the study. It was a non-equivalent pre-
test post-test, post-posttest control group design. The target population was 546 SS2 chemistry students from
the seven (7) public co-educational senior secondary schools. The sample for the study comprised 98 students.
Simple random sampling procedure was employed to select the sample which involved three intact classes; two
experimental and one control groups. Six research questions guided the study and six hypotheses tested at 0.05
level of significance. The instrument for data collection was Redox Achievement Test (RAT) and the reshuffled
RAT was tagged Redox Retention Test (RRT). RAT was validated by three experts and the reliability of the
instrument was 0.83 using Kuder-Richardson formula 20. The data collected were analyzed using mean scores,
standard deviation and analysis of covariance (ANCOVA). It was found that the students who were exposed to
cooperative learning and peer tutoring strategies achieved better than those taught with demonstration method.
Peer tutoring strategy comparatively enhanced students’ retention in redox reactions than cooperative learning
and the conventional method. The study found that gender had no significant effect on both students’
achievement and retention in redox reactions.
Key words: Cooperative learning, Peer tutoring, Achievement, Retention, Redox reaction
1. INTRODUCTION
1.1 STATEMENT OF PROBLEM AND PURPOSE OF THE STUDY

Chemistry as one of the branches of pure science deals with the structure, compositions, properties, reactions,
uses of matter and the principles governing the changes which matter undergoes. Jegede (2007) and Ojokuku
(2012) stressed that chemistry occupies a central position among the sciences due to its remarkable contribution
in medicine, pharmacy, textile industry, engineering, petroleum and agriculture to mention but a few.
Consequent upon this, Nigeria hopes to achieve technological advancement and self-reliance for her citizens
through science and chemical education. But unfortunately, students’ persistent under achievement in chemistry
(particularly Redox reactions) in external examinations like WAEC and NECO is quite worrisome and this has
been a major concern because of reoccurring candidates’ weakness identified, such as; poor knowledge of redox
reactions, electrochemical cell and its related calculations (WAEC Chief Examiner’s Report, 2013 & 2016).
Many factors have been associated with students’ poor performance, which include; the learning environment,
the conceptual nature of Chemistry and this may not be unconnected with the use of inappropriate and
ineffective teaching methods by Chemistry teachers. The curriculum which generally does not centre on the
learner and usual conventional teaching approach often adopted by most teaches (Igboanugo, 2011). Students’
under-achievement in chemistry might probably be associated with some concepts that are perceived by
students as difficult (Ghassan, 2007) like Redox reaction. A shift is therefore advocated by researchers to
methods that will enable the learner construct his/her own understanding (Samba & Eriba, 2012; Nnrom, 2015).
Such methods have their roots in constructivism. This trend are learner-centered approaches among which are
cooperative learning and peer tutoring strategies.
Cooperative learning is a strategy in which students work together in small teams and use a number of activities
to achieve stated objectives and improve their understanding of subject matter. Most cooperative approaches
involve heterogeneous teams, usually of four or five members, working together towards a group task in which
each member is individually accountable for part of an outcome that cannot be completed unless the members
work together (Sani, 2015). Peer tutoring is basically a cognitive apprenticeship between an expert and a
novice. Tutoring can take place between a more-skilled child and a less skilled child. Individual tutoring is an
effective strategy that benefits many students, especially those who are not doing well in a subject.
Demonstration method is the prescribed approach for teaching most of the chemical concepts by the curriculum
but it is a teacher-centered method because it does not allow students to develop manipulation skills required
for carrying out activities on their own. Also, less scope is covered when this method is in use (Ekeyi, 2013).
Redox (Oxidation – reduction reactions is a very fundamental topic in Chemistry. Redox is a term coined from
the words reduction and oxidation. This is because the two processes occur simultaneously in the same reaction.
There is no oxidation without reduction and vice versa. An oxidation-reduction (Redox) reaction is a type of
chemical reaction that involves a transfer of electrons between two species. This term covers a large and diverse
body of processes in organic or inorganic, some of which are fire, rusting and dissolution of metals, the
browning of fruits, respiration and photosynthesis (Olison, 2010).
The issue of gender is an important one in science education especially with increasing emphasis on boosting
man power for technological advancement (Isah, 2013). Gender is the physical and behavioral difference that
distinguishes individual organism according to their functions in the reproductive process. Many secondary
school students in Nigeria perform very poorly in West African Examination Council (WAEC) each year and
their performance in chemistry per gender vary significantly in favour of male students (Otor, 2011). However,
in some other studies, both male and female performed at par having applied certain strategies (Njoku, 2007).
Other study reveals that some teaching methods are gender sensitive (Adeyemi, 2003). Other indicates that
teaching methods are not gender sensitive (Bilesanmi – Awoderu & Oludipe, 2012).
There is therefore the need to explore innovative strategies for effective Chemistry instruction so as to enhance
students’ achievement in the subject. Since learner-centred approaches are known to enhance understanding,
assimilation and retention of content learnt, it is in line with this background that this study seeks to specifically
find out the effects of cooperative learning and peer tutoring strategies on secondary school students’
achievement and retention in Redox reactions and determine whether these innovative strategies are gender
biased too.
1.2 RESEARCH QUESTIONS

The following research questions were raised to guide the study:
 What is the mean difference in the achievement scores of students taught redox reactions with cooperative
learning strategy, peer tutoring strategy and demonstration method?
 What is the mean difference in the retention scores of students taught redox reactions with cooperative
learning strategy, peer tutoring strategy and demonstration method?
 To what extent do male and female students differ in their mean achievements in redox reactions when
taught using cooperative learning strategy, peer tutoring strategy and demonstration method?
 To what extent do male and female students differ in their mean retention in redox reactions when taught
using cooperative learning strategy, peer tutoring strategy and demonstration method?
1.3 RESEARCH HYPOTHESES

 There is no significant difference in the mean achievement scores of students taught redox reactions with
cooperative learning strategy, peer tutoring strategy and those taught using with demonstration method.
 There is no significant difference in the mean retention scores of students taught redox reactions with
cooperative learning strategy, peer tutoring strategy and those taught with demonstration method.
 There is no significant difference between the achievement of male and female students in redox reaction
when taught using cooperative learning strategy, peer tutoring strategy and demonstration method.
 There is no significant difference between the retention of male and female students in redox reaction
when taught using cooperative learning strategy, peer tutoring strategy and demonstration method.
2. METHODS
2.1 POPULATION, SAMPLE AND SAMPLING TECHNIQUE

The target population for the study was all the senior secondary class two chemistry students (564) in
Government owned co-educational schools in Karu Local Government Area. There were 246 males and 318
females offering chemistry in the seven co-educational secondary schools in Karu L.G.A. Multistage random
sampling was employed. Three schools were selected from the seven public co-educational schools in the Karu
Local Government Area offering Chemistry through the use of simple random sampling (lucky dip) method by
balloting with replacement. Two of the three sampled schools were also randomly assigned as experimental
groups and the last one as the control group. One intact class was selected from each of the three schools
randomly.
2.2 INSTRUMENTATION
The instrument used for data collection was developed by the researchers and named Redox Achievement Test
(RAT). The instrument contains questions which elicit essential bio-data of respondents such as sex and school
while the remaining portion of the instrument elicited responses on achievement. RAT was made up of 30
multiple choice questions with four options A-D for each of the items. Items for this instrument were drawn
from past WAEC and NECO examinations in Chemistry, focusing on Redox Reactions. The instrument was
subjected to face validity by four experts to ensure it measures what it was designed to measure and content
validity was also ascertained through the use of table of specification. Trial testing was conducted on thirty-five
(35) SS2 students of a Government Secondary School outside the study area to determine the internal
consistency of RAT using Kuder-Richardson formula 20 method and 0.831 was obtained as the reliability index.
2.3 ADMINISTRATION
RAT was administered first as the pre-test to ascertain students’ initial knowledge. Three different instructional
lesson plans were prepared and used to teach each of the lessons for the different groups namely; cooperative
learning strategy, peer tutoring strategy and demonstration method. The treatment lasted for five weeks in all
the groups after which RAT (post-test) was administered again to assess students’ achievement after the
treatment. This same instrument was later reshuffled for post-posttest and renamed Redox Retention Test
(RRT). RRT was administered three weeks after the administration of the post-test to determine students’
retention of chemical content learnt over time
3. RESULTS
3.1 ANSWERING RESEARCH QUESTIONS

Research Questions 1
What is the mean difference in the achievement scores of students taught redox reactions with cooperative
learning strategy, peer tutoring strategy and demonstration method (conventional method)?
Table 1: Means and Standard Deviation in RAT for Experimental and Control Groups
No. of Mean
Instructional Pre-test Post-test
Students N Gain
Strategies
Mean S.D. Mean S.D. score
Cooperative
32 8.76 4.17 16.95 5.35 8.19
Learning
Peer Tutoring 41 4.58 1.93 8.75 3.39 4.17
Demonstration 25 4.36 2.16 7.00 3.55 2.64
Source: Primary Data obtained from the empirical study

Table 1 shows that students taught using cooperative learning strategy had the highest achievement as indicated
by a post-test score of 16.95 as against 8.76 in their pretest, thereby resulting in a mean gain score of 8.19 and
are followed by students taught using peer tutoring strategy with a mean gain score of 4.17. Students taught
using demonstration method had the least mean gain score of 2.64.
Research Question 2
What is the mean difference in the retention scores of students taught redox reactions with cooperative learning
strategy, peer tutoring strategy and demonstration method (conventional method)?
Table 2: Means and Standard Deviation of RRT of Experimental and Control Groups
No. of Mean gain
Instructional Post-test Post Post-test
Students N score
Strategies
Mean S.D. Mean S.D.
Cooperative
32 16.95 5.35 16.05 3.23 0.90
Learning
Peer Tutoring 41 8.75 3.39 10.17 2.13 1.42
Demonstration 25 7.00 3.55 5.55 1.81 -1.45

Table 2 shows that students taught using peer tutoring strategy had the highest retention as indicated by a mean
gain score of 1.42 and are followed by students taught using cooperative learning strategy with a mean gain
score of 0.90, while students taught using demonstration method had the least mean gain score of -1.45.
Research Question 3
To what extent do male and female students differ in their mean achievements in redox reactions when taught
using cooperative learning strategy, peer tutoring strategy and demonstration method?
Table 3: Means in RAT for Experimental and Control Groups by Gender

No. of Students
Instructional Mean Pre-test Mean Post-test Mean gain score
(N)
Strategies
Male Female Male Female Male Female Male Female
Cooperative
13 19 7.00 8.00 18.00 16.00 11.00 8.00
Learning
Peer Tutoring 20 21 5.00 4.00 7.00 10.00 2.00 6.00
Demonstration 11 14 5.00 5.00 8.00 6.00 3.00 1.00

Table 3 shows that male students taught using cooperative learning had the highest mean gain achievement
score of 11.00 as against their female counterparts with a mean gain achievement score of 8.00.The female
students perform better when taught using peer tutoring strategy than their male counterparts as indicated by a
mean gain achievement score of 6.00 by the female students as against 2.00 mean gain achievement score by
their male counterparts. Whereas, male students perform better when taught redox reactions using
demonstration method than their female counterparts as indicated by a mean gain achievement score of 3.00 as
against 1.00 mean gain achievement score by female students.
Research Question 4
To what extent do male and female students differ in their mean retention in redox reactions when taught using
cooperative learning strategy, peer tutoring strategy and demonstration method?
Table 4: Means and Standard Deviation of RRT of Experimental and Control Groups by Gender
Instructional No. of Students N Mean Post-test Mean Retention test Mean gain score
Strategies Male Female Male Female Male Female Male Female
Cooperative
13 19 18.00 16.00 16.00 14.00 -2.00 -2.00
Learning
Peer Tutoring 20 21 7.00 10.00 11.00 9.00 3.00 -1.00
Demonstration 11 14 8.00 6.00 4.00 7.00 -4.00 1.00

Table 4 shows that there is no difference in the retention scores of male and female students when taught using
cooperative learning strategy as indicated by mean gain retention scores of -2.00 for both sexes. However, the
male students retain better when taught using peer tutoring strategy than their female counterparts as indicated
by a mean gain retention score of 3.00as against -1.00 mean gain retention score by the female students.
Whereas, female students retain better when taught redox reactions using demonstration method than their male
counterparts as indicated by a mean gain retention score of 1.00 as against -4.00 mean gain retention score by
male students.
3.2 RESEARCH HYPOTHESES TESTING

3.2.1 HYPOTHESIS 1
There is no significant difference in the mean achievement scores of students taught redox reactions with
Table 5: Results of ANCOVA of students’ achievement scores due to the instructional strategies
Type III Sum of
Source df Mean Square F Sig.
Squares
a
Corrected Model 1188.012 3 396.004 22.508 .000
Intercept 1205.837 1 1205.837 68.539 .000
PreAch 12.206 1 12.206 .694 .408
InsStra 796.641 2 398.321 22.640 .000
Error 985.238 56 17.594
Total 9767.000 60
Corrected Total 2173.250 59
a. R Squared = .547 (Adjusted R Squared = .522)
Table 5 shows that there is a significant difference between the mean achievement scores of students taught
redox reactions with cooperative learning, peer tutoring strategies and those taught using with demonstration
method as indicated by a calculated F ratio of 22.640 which is significant at P-value = .000 (i.e. P<0.05).
Therefore the null hypothesis is rejected while the alternative hypothesis is not rejected.
3.2.2 HYPOTHESIS 2
There is no significant difference in the mean retention scores of students taught redox reactions with
Table 6: Results of ANCOVA of students’ retention scores based on instructional strategies

Type III Sum
Source Df Mean Square F Sig.
of Squares
Corrected Model 806.946a 3 268.982 67.694 .000
Intercept 205.480 1 205.480 51.712 .000
PostAch 132.406 1 132.406 33.322 .000
InsStra 135.762 2 67.881 17.083 .000
Error 158.940 40 3.974
Total 6625.000 44
Table 6 shows that there is significant difference between the mean retention scores of students taught redox
reactions with cooperative learning, peer tutoring and those taught with demonstration method as indicated by
a calculated F ratio of 17.083 which is significant at P-value = .000 (i.e. P<0.05). Therefore the second null
hypothesis is rejected.
3.2.3 HYPOTHESIS 3
There is no significant difference between the achievement of male and female students in redox reaction when
taught using cooperative learning strategy, peer tutoring strategy and demonstration method.
Table 7: Results of ANCOVA of students’ achievement scores based on gender

Type III Sum
of Squares
a
Corrected Model 394.893 2 197.447 6.329 .003
Intercept 674.845 1 674.845 21.630 .000
PreAch 393.440 1 393.440 12.611 .001
Gender 3.522 1 3.522 .113 .738
Error 1778.357 57 31.199
Total 9767.000 60
Table 7 shows that there is no significant difference between the achievement of male and female students in
redox reaction when taught using cooperative learning, peer tutoring and demonstration method as indicated by
a calculated F ratio of .113 which is insignificant at P-value = .738 (i.e. P>0.05). Therefore this null hypothesis
is accepted.
3.2.4 HYPOTHESIS 4
There is no significant difference between the retention of male and female students in redox reaction when
taught using cooperative learning strategy, peer tutoring strategy and demonstration method.
Table 8: ANCOVA of students’ retention scores based on gender

Type III Sum of
Squares
Corrected Model 671.486a 2 335.743 46.758 .000
Intercept 128.044 1 128.044 17.832 .000
PostAch 667.795 1 667.795 93.001 .000
Gender .302 1 .302 .042 .839
Error 294.401 41 7.181

Total 6625.000 44
Table 8 shows that there is no significant difference between the achievement of male and female students in
redox reaction when taught using cooperative learning, peer tutoring and demonstration method as indicated by
a calculated F ratio of .042 which is insignificant at P-value = .839 (i.e. P>0.05). Therefore this null hypothesis
is not rejected.
4. DISCUSSION OF FINDINGS
The study found that cooperative learning strategy yielded a higher significant achievement score in redox
reactions than peer tutoring strategy and demonstration method. Peer tutoring strategy also yielded a higher
significant achievement score than demonstration method. This implies that both cooperative learning and peer
tutoring instructional strategies which are both learner-centred could be applied to achieve goals of learning
redox reactions. This finding agree with the findings of Igboanugo (2011) and Njoku (2015) who calls for a
shift from the conventional methods of instruction to innovative strategies that are child-centred. This result
also supported Chianson, Kurumeh and Obida (2011) who revealed that the ability to remember takes place
more effectively when experiences are passed across to the learner through an appropriate instructional method.
Furthermore, the result is in line with the National Policy on Education which stresses that the teaching of
Chemistry should be centred on the learner for maximum self-development and self-fulfillment (FRN, 2014).
The practical nature of chemistry as a subject demands active participation of the learners which the
conventional (demonstration) method does not usually provide. Therefore, the abstractness of redox reactions
could be minimized in the process of learning by using more pragmatic and effective instructional strategies
such as the cooperative learning and peer tutoring strategies. The cooperative learning involves the cooperation
and full participation of each member of the group and peer tutoring also involves the active participation of
learners which avail them the opportunity for free expression.
On the other hand, the study found that peer tutoring comparatively enhanced students’ retention in redox
reactions than both cooperative learning and demonstration method. This is indicative of the fact that the
cooperative learning was comparatively more effective in enhancing students’ retention in redox reactions than
demonstration method. This implies that peer tutoring and cooperative learning which are both child-centred
instructional strategies could be applied to improve the retention ability of students in redox reactions. This
finding agrees with the findings of Abdelkarim and Abulyada (2016) whose studies also found that peer tutoring
strategies improve the retention ability of students in Mathematics. This is also in line Razia (2012) who found
that peer tutoring improves the retention ability of students because peer-tutoring encourages the tutees to ask
questions that they might be reluctant to ask in a large class. This also buttresses the cognitive theorist Vygotsky
(1962) who proposed that the learner’s ability would improve through interactions with more competent peers.
Students learn much from their peers because they are usually challenged to work harder by the performance
of their classmates in their subject disciplines.
It was found that gender as a variable had no significant effect on both students’ achievement and retention in
redox reactions. This implies that achievement of students in redox reactions is independent of gender. This
finding disagrees with the findings of Njoku (2007) and Okigbo and Akusoba (2009) whose studies show that
male students consistently achieve higher than their female counterparts in science, unlike Egbo (2005),
Aniodoh (2012) whose studies found that females achieve better. This however agrees with the findings of
Igboanugo (2011), Olatoye, Aderogba and Aanu (2011) and Sani (2015) whose studies found that gender has
no significant effect on students’ achievement and retention. This finding also corroborates the findings of Attah
(2016) whose study indicated that there is no significant interaction effect of methods and gender on the
achievement and retention of students in balancing of chemical equation. Hence, the general feeling that male
students tend to perform better than female students in achievement tests in chemistry does not hold.
However, the difference in the retention ability of male students may be because male students feel freer among
their peers than their female counterparts. Whereas, cooperative learning improves retention ability of both
sexes equally than peer tutoring strategy. From the findings therefore, cooperative learning, if well applied
would enhance and maintain students’ retention in redox reactions irrespective of the students’ sexes.
5. CONCLUSIONS
Cooperative learning strategy was found efficacious in enhancing students’ achievement in redox reactions
followed by peer tutoring strategy. The students taught using cooperative learning and peer tutoring strategies
achieved significantly higher than their counterparts taught using demonstration method. Cooperative learning
and peer tutoring strategies are therefore better instructional strategies than the conventional demonstration
method at improving the academic achievements of senior secondary school students in redox reaction.
Peer tutoring strategy had more effect on the students’ retention than the cooperative learning strategy.
However, both peer-tutoring and cooperative learning strategies significantly improve the retention ability of
students than the conventional method.
Gender does not determine the achievement of students in redox reactions. There is little or no disparity in the
achievement scores of male and female students in Redox reactions. Also, gender is not an important factor in
determining the instructional strategy to be adopted in teaching redox reactions to improve students’
achievement. Therefore, gender should not be a barrier in the application of innovative instructional strategies
in Chemistry classes.
6. RECOMMENDATIONS
The following recommendations were made in line with the findings of this study,
 Since cooperative learning and peer tutoring instructional strategies had proved efficacious in enhancing
students’ achievement in redox reactions, they should be used by all Chemistry teachers to teach Redox
reactions and some other difficult topics in Chemistry. The effective use of these two teaching strategies
should be built into the curriculum and text books or other instructional materials.
 Cooperative learning and peer tutoring strategies be emphasized and incorporated into the Chemistry
teacher education curriculum in tertiary institutions of learning. The essence is to make the two
instructional strategies popular to would be teachers who would later apply them in teaching when they
get to the field. The principles guiding the effective use of the two teaching strategies should be taught to
the student-teachers.
 Stakeholders in Chemistry education like ministries of education, state school management boards, post
primary school services commission, education commissions, school principals and teachers should
organize seminars, workshops and conferences where in- service teachers would be opportuned to learn
how to make the best use of cooperative learning and peer tutoring in teaching and learning.
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Technology, Enugu.
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Researchjournali’s Journal of Education

Vol. 6 | No. 11 November | 2018 ISSN 2347-8225 1

Onwoke Jackson Egena

Achievement And Department Science, Technology & Mathematics

Retention In Redox Sambo Hudu

1.1 STATEMENT OF PROBLEM AND PURPOSE OF THE STUDY

1.2 RESEARCH QUESTIONS

1.3 RESEARCH HYPOTHESES

2.1 POPULATION, SAMPLE AND SAMPLING TECHNIQUE

3.1 ANSWERING RESEARCH QUESTIONS

Source: Primary Data obtained from the empirical study

Source: Primary Data obtained from the empirical study

Table 3: Means in RAT for Experimental and Control Groups by Gender

Source: Primary Data obtained from the empirical study

Source: Primary Data obtained from the empirical study

3.2 RESEARCH HYPOTHESES TESTING

Table 6: Results of ANCOVA of students’ retention scores based on instructional strategies

Table 7: Results of ANCOVA of students’ achievement scores based on gender

Table 8: ANCOVA of students’ retention scores based on gender

Error 294.401 41 7.181

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