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The effect of peer tutoring on students' academic achievement in secondary schools in Mangu LGA, Plateau State

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Background of the Study
Peer tutoring, a collaborative learning strategy where students support one another’s academic development, has gained increasing attention as an effective educational intervention. In secondary schools in Mangu LGA, Plateau State, peer tutoring is emerging as a promising approach to enhance academic achievement. This method capitalizes on the notion that students often learn effectively from peers who can explain complex concepts in relatable terms. By engaging in peer tutoring, students not only reinforce their own understanding but also develop communication, leadership, and critical thinking skills (Ibrahim, 2023). The practice promotes a supportive and interactive learning environment that supplements formal instruction, especially in settings where teacher–student ratios are high and individualized attention is limited (Ogun, 2024). Additionally, peer tutoring has been associated with improvements in self-esteem and academic motivation, as students gain confidence in their ability to master subjects by teaching and learning collaboratively (Etim, 2025). In Mangu LGA, where resource constraints often impede personalized learning, peer tutoring has been adopted as a strategic intervention to bridge the gap between teacher instruction and student comprehension. This approach encourages the sharing of diverse perspectives and learning styles, thereby fostering an inclusive atmosphere that benefits all participants. Furthermore, empirical evidence suggests that schools implementing structured peer tutoring programs see notable gains in test scores, classroom participation, and overall academic performance (Chukwu, 2023). Such outcomes highlight the potential of peer tutoring to serve as a cost-effective and scalable solution in improving educational outcomes. As educational authorities in Mangu LGA seek innovative ways to address challenges like large class sizes and limited resources, peer tutoring stands out as a viable method for reinforcing key academic concepts and enhancing student achievement. This study aims to explore the effect of peer tutoring on academic performance, evaluate its implementation challenges, and identify best practices that can be adopted to maximize its benefits (Lawson, 2024; Adeniyi, 2025).

Statement of the Problem
Although peer tutoring has shown promise as an effective educational strategy, its implementation in secondary schools in Mangu LGA faces several challenges that may limit its impact on academic achievement. One major issue is the inconsistent application of peer tutoring methodologies, which can lead to disparities in student learning experiences and outcomes (Ibrahim, 2023). The lack of formal training for peer tutors often results in insufficient preparation, thereby undermining the potential benefits of this collaborative approach. Without a structured framework, the roles and responsibilities of student tutors remain ambiguous, which may reduce the overall effectiveness of the program (Ogun, 2024). In addition, there is a risk that, without proper oversight, peer tutoring sessions might propagate misconceptions if not regularly monitored by qualified educators (Etim, 2025). Variations in student abilities and interpersonal dynamics further complicate the delivery of consistent and effective tutoring. These operational challenges contribute to an environment where the potential advantages of peer tutoring are not fully realized, thereby impacting its efficacy in boosting academic achievement (Chukwu, 2023). Moreover, the lack of institutional support and formal integration into the curriculum hinders systematic evaluation and long-term sustainability of peer tutoring initiatives (Lawson, 2024). This study seeks to investigate these challenges and assess the actual impact of peer tutoring on student performance, with the aim of proposing strategies to optimize its implementation (Adeniyi, 2025).

Objectives of the Study

To assess the effectiveness of peer tutoring on enhancing academic achievement in secondary schools.

To identify the challenges and limitations in the implementation of peer tutoring programs.

To propose strategies for optimizing peer tutoring practices to improve student learning outcomes.

Research Questions

What is the effect of peer tutoring on students' academic achievement in secondary schools in Mangu LGA?

What are the primary challenges encountered in the implementation of peer tutoring programs?

How can peer tutoring practices be improved to enhance academic performance?

Research Hypotheses

H1: Peer tutoring has a significant positive impact on students' academic achievement.

H2: Inadequate training of peer tutors negatively affects the effectiveness of peer tutoring.

H3: Structured peer tutoring programs are associated with improved academic outcomes.

Significance of the Study
This study is significant as it explores the potential of peer tutoring as a viable strategy to enhance academic achievement in secondary schools. By identifying implementation challenges and proposing practical solutions, the research provides valuable insights for educators and policymakers. The findings are expected to contribute to the development of structured peer tutoring programs that foster collaborative learning environments and improve student performance, ultimately supporting educational advancement in Mangu LGA.

Scope and Limitations of the Study
This study is limited to examining the impact of peer tutoring on academic achievement in secondary schools in Mangu LGA, Plateau State. It focuses exclusively on peer tutoring practices and does not extend to other instructional strategies or educational levels.

Definitions of Terms

Peer Tutoring: A collaborative educational practice in which students support each other’s learning through mutual instruction.

Academic Achievement: The level of success a student attains in educational assessments and academic tasks.

Secondary Schools: Educational institutions providing education to students between primary and tertiary levels.

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INTRODUCTION

1. BACKGROUND OF STUDY