Peer Learning in Basic Electricity Instruction: Evidence from Technical Colleges in Adamawa State

This study was carried out to investigate the effectiveness of the peer learning approach in teaching basic electricity in government science and technical colleges in Adamawa State. The study formulated and tested two research questions and two hypotheses. The study adopted a quasi-experimental pre-test, post-test control group design. The population consists of 3 government science and technical colleges in the study area, which form a total of 234 Part II students. A purposive random sampling was adopted to select a public science and technical college, and a random sampling technique was used to select 30 students each for the experimental group and control group. The Basic Electricity Achievement Test (BEAT) was used to collect data for this study. Three experts validated the instrument. Pearson product-moment correlation coefficient was calculated, yielding a reliability coefficient of 0.71. Mean and standard deviation scores were used to answer the research questions. The null hypothesis was tested at a 0.05 level of significance using ANCOVA. Data were analysed using descriptive statistics and Analysis of Covariance (ANCOVA). The results revealed a statistically significant difference in favour of the experimental group, indicating that the Peer Learning Approach was more effective in enhancing students’ learning in Basic Electricity than the traditional teaching method. The study concluded that peer learning is an effective instructional strategy that promotes more profound understanding and active participation. It recommended the integration of peer learning techniques into basic electricity instruction, teacher training on collaborative learning strategies, and further research to expand on these findings.