EFFECT OF RECIPROCAL-PEER-TUTORING LEARNING STRATEGY ON BASIC SCIENCE STUDENTS’ INTEREST IN RADIOACTIVITY IN SOUTH SENATORIAL DISTRICT, BENUE STATE, NIGERIA

This study examined the effect of the Reciprocal Peer Tutoring (RPT) learning strategy on Basic Science students’ interest in radioactivity in the South Senatorial District of Benue State, Nigeria. The study employed a quasi-experimental research design, specifically a pre-test, post-test, non-equivalent control group design. A total of 800 Junior Secondary School students participated in the study, with 400 in the experimental group exposed to RPT and 400 in the control group taught using the conventional method. Data were collected using the Students’ Interest in Radioactivity Questionnaire (SIRQ). The responses from the trial study were analyzed using the Cronbach’s Alpha reliability coefficient, and an alpha value of 0.70 was considered acceptable for reliability. Mean, standard deviation, and Analysis of Covariance (ANCOVA) were used for data analysis. Findings revealed that students taught using RPT demonstrated significantly higher interest in radioactivity compared to those taught using the conventional method. The study further showed no significant difference in the mean interest rating scores of male and female students exposed to RPT, indicating that the strategy was equally effective for both genders. These results align with existing literature on the effectiveness of student-centered learning strategies in enhancing engagement and motivation in science education. Based on the findings, it was recommended that teachers adopt RPT in Basic Science classrooms to improve student participation and interest. Additionally, school administrators and policymakers should support the integration of peer tutoring by providing necessary resources and teacher training. Further research was suggested to explore the long-term effects of RPT on academic achievement and its applicability in other STEM subjects. This study contributes to the ongoing discourse on effective teaching strategies by demonstrating the potential of RPT in fostering student engagement and improving learning outcomes in science education.