Abstract
Some of the factors that influence students’ academic achievement, and retention of learning include teacher’s mode of teaching, his/her experiences and personality, workload, ability to make use of the available resource materials for teaching and learning. However, literature and some researchers have made it known that adopting students’ driven teaching approach like reciprocal peer tutoring (RPT) has a strong and positive impact on students’ achievement. The study aimed at determining the effects of reciprocal peer tutoring and direct learning environment on sophomores’ academic achievement in electronic and computer fundamentals in Nigeria. The study adopted a quasi-experimental design with non-equivalent groups of intact classes. The participants for the study were 107 s year Degree students made up of 76 males and 31 females drawn from the two public universities in the State. The instruments used for data collection were Electronic and Computer Fundamentals Achievement Test (ECFAT) and Electronic and Computer Fundamentals Interest Inventory (ECFII). The internal consistency of the ECFII was also determined using the Cronbach alpha reliability method. The test scores generated from the pre-test and post-test using ECFAT was analyzed using Mean and Analysis of Covariance (ANCOVA) to test the three null hypotheses at 0.05 level of significance. It was found that Reciprocal Peer Tutoring (RPT) is more effective than the direct learning in improving sophomores’ achievement in electronic and computer fundamentals. There was a significant effect of gender on students’ achievement, interest and retention of learning in electronic and computer fundamentals. Students learn faster and master skills better when they are allowed to participate actively in the class by interacting freely with the lecturers and their peers, work in groups and perform practical projects together. The adoption of the reciprocal peer tutoring generally improves the academic achievement of students in electronic and computer fundamentals.
Similar content being viewed by others
Explore related subjects
Discover the latest articles, news and stories from top researchers in related subjects.References
Access Center (2017). Using Peer Tutoring to Facilitate Access. http://www.readingrockets.org/article/using-peer-tutoring-facilitate-access
Adio, T.A. (2016). Effect of web-based instructional package on academic achievement of general metalwork students in science and technical colleges in federal colleges in federal capital territory, Nigeria. Unpublished PhD thesis, University of Nigeria, Nsukka.
Aina, O. (2000). Nigeria technical and vocational education in the near future. In Federal Ministry of Education (2001), The national master plan for technical and vocational development in Nigeria in the 21st century with the blue print for the decade 2010. Abuja FME.
Al-Faki, I. M., & Khamis, A. H. A. (2014). Difficulties facing teachers in using interactive whiteboards in their classes. American International Journal of Social Sciences, 3(2), 136–158.
Ali, A. (2006). Conducting research in education and the social sciences. Enugu: Tashiwa Netwoness Limited.
Anaele, E. (2005). Electronic skills needed by technical college students for self – Employment. Journal of Vocational and Adult Education, 4, 27–35.
Anene, M. (2005). Measurement and assessment in education. Lagos: Bolabay Publication.
Ary, D., Jacobs, L. C., Razavieh, A., Sorensen, C. K., & Walker, D. A. (2014). Introduction to research in education (9th ed.). New York: Thompson/Wadsworth.
Bakare, J. (2009). Effect of reciprocal peer tutoring on academic achievement of electrical/electronic technology students in technical colleges in Ekiti state. University of Nigeria: Unpublished M.ed thesis.
Boekaerts, M., & Corno, L. (2006). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: an International Review, 54(2), 199–231.
Campbell and Campbell (1999). Multiple intelligence and students achievement; success, stories from six schools. Retrieved on July 15th, 2008 from http://www.ascd.org/publications/books/199274.aspx.
Chukwu, A. (2002). Promoting students’ interest in mathematics using local games. International journal of art and technology education, 2(1), 54–56.
Cohen, E. G. (1997). Restructuring the classroom: Conditions for productive small groups. In E. Dubinsky, D. Mathews, & B. E. Reynolds (Eds.), Readings in cooperative learning for undergraduate mathematics (pp. 135–156). Washington: Mathematics Association of America.
Cohen, P. A., Kulik, J. A., & Kulik, C.-L. C. (1982). Educational outcomes of peer tutoring: A meta-analysis of findings. American Educational Research Journal, 19(2), 237–248.
College Board (2008). Electronic Technology. Retrieved August 7, 2008, from www.collegeboard.com
Cook, S. B., Scruggs, T. E., Mastropieri, M. A., & Casto, G. C. (1985). Handicapped students as tutors. Journal of Special Education, 19, 483–492.
Dagoli, A. T. (1999). Effect of guided inquiry teaching method on students’ achievement in geometry. University of Nigeria: Unpublished M.Ed project.
Department of Education, United State of America. (2004). Ideas that work. Retrieved on September 20, 2018 from https://www2.ed.gov/about/offices/list/osers/osep/index.html.
Department of Vocational Teacher Education, University of Nigeria, Nsukka. (2015). Student’s Handbook. Nsukka: Ndudim Press.
Egbochuku E.O., & Obiunu, J.J. (2006). The effects of reciprocal peer counselling in the enhancement of self-concept among adolescents. Education Project Innovation Inc., 126 (3).
Ekpo, J. (2006). Tips on teaching difficult concepts in senior secondary school chemistry. Review of Education, 17(1), 1–8.
Emmanuel, A.S. (2015). Performance of students in electronic and computer fundamentals: A great concern of TVET Educators in Nigeria. A paper presented at the annual national conference of Nigerian vocational association held at Yaba College of Technology, Yaba Lagos State Nigeria.
Englert, C. S. (1984). Effective direct instruction practices in special education settings. Remedial and Special Education, 5(2), 38–47.
Esteve, B. M. (2005). Reciprocal peer tutoring and treatment integrity of elementary school students. An M. A Thesis, Louisiana State University. Retrieved June 10, 2007, From http://etd.isu.edu/docs/available/etd-11142005-151539/unrestricted/Estevethesispdf.
Ezeudu, S. A., & Ezeh, O. (2008). Effect of the use of scale models on academic achievement of students in map work. In B. G. Nworgu (Ed.), Educational reforms and the attainment of the millennium development goals (MDGs): The Nigeria experience (pp. 179–183). Nsukka: University Trust Publishers.
Fantuzzo, J. W., Dimeff, L. A., & Fox, S. L. (1989). Reciprocal peer tutoring: A multimodal assessment of effectiveness with college students. Teaching of Psychology Journal, 16, 133–135.
Fantuzzo, JW, & Rohrbeck, CA (1992). Self-management approaches into classroom systems. School Psychology Review, 21(2), 255–263.
Federal Ministry of Education. (2010). Technical and vocational education development in Nigeria in the 21stcentury with the blue-print for the decade 2001–2010. Abuja: Federal Ministry of Education.
Fuchs, L. S., & Fuchs, D. (2001). Principles for sustaining research-based practice in the schools: A case study. Focus on Exceptional Children, 33, 1–44.
Fuchs, D., Fuchs, L. S., & Burish, P. (2000). Peer-assisted learning strategies for high school students with serious reading problems. Remedial and Special Education, 20, 309–319.
Gazulaa, S., McKennab, L., Cooperd, S. & Paliadelic, P. (2016). A systematic review of Reciprocal Peer Tutoring within tertiary health profession educational programs. Retrieved from http://www.sciencedirect.com/science/article/pii/S2452301116300712 (https://doi.org/10.1016/j.hpe.2016.12.001).
Great Schools Partnership, (2013). Direct Instruction. Retrieved from http://edglossary.org/direct-instruction/. July 4, 2017.
Griffin, B. W., & Griffin, M. M. (1997). The effect of reciprocal peer tutoring on graduate students’ achievement, test anxiety, and academic self – Efficacy. The Journal of Experimental Education, 65, 197–209.
Harbor-Peters, V. F. A. (2002). Generating and sustaining interest in mathematics classroom. In A. O. E. Anmalu & V. F. A. Harbor-Peters (Eds.), Proceedings of the workshop for re-training mathematics teachers at the University of Nigeria Secondary School (9th – 11th December). Enugu: Snaap Press.
Henson, L. D., Hagos, L. C., & Villapando, R. A. (2009). The effectiveness of reciprocal peer tutoring (RPT) on the academic performance of students in mathematics. INTI Journal: Special Issue on Teaching and Learning, 94–103.
Hsiao-Chen H (2003). A research on career self-concept and its relevant factors of high school students from single-parent families.
Jarvis, P. (1998). The practitioner researcher: Developing theory from practice. San Francisco, CA: Jossey-Bass.
Johnson, D. W., Marujama, G., Johnson, R., Nelson, D., & Skon, L. (1981). Effects of cooperative, competitive and individualistic goal structures on achievement. A meta-analysis. Psychological Bulletin, 89, 47–62.
Jonassen, D. (1996). Computers in the classroom: Mindtools for critical thinking. Upper Saddle River, NJ: Prentice-Hall.
Kim, T., & Axelrod, S. (2005). Direct instruction: An educators’ guide and a Plea for action. The Behavior Analyst Today, 6(2), 111–123.
Kim, Y. K., & Sax, L. (2007). Different patterns of student-faculty interaction in research universities: An analysis by student gender, race, SES, and first-generation status. Berkeley: Center for Studies in Higher Education.
Kourea, L., Cartledge, G., & Musti-Rao, S. (2007). Improving the reading skills of urban elementary students through total class peer tutoring. Remedial and Special Education, 28(2), 95–107.
Kurumeh, M. S. C. (2004). Effects of ethnomathematics approach on students’ achievement and interest in geometry and mensuration. Unpublished PhD Thesis, University of Nigeria, Nsukka.
Ladyshewsky R. (2001). Reciprocal peer coaching: A strategy for training and development in professional discipline. Jamison, ACT, Australia: Higher Education Research and Development Society of Australia Inc.
Lord, F. M., & Novick, M. R. (1968). Statistical theories of mental test scores. Reading MA: Addison -Wesley.
Maheady, L. (2001). Peer-mediated instruction and interventions and students with mild disabilities. Journal of Remedial and Special Education, 22, 4–15.
Meyers, C., & Jones, T. B. (1993). Promoting active learning: Strategies for the college classroom. Sam Francisco: Jossey – bass publishers.
Mickelson, W. T., Yetter, G., Lemberger, M., Hovater, S., & Ayers, R. (2003). Reciprocal peer tutoring: An embedded assessment technique to improve students’ learning and achievement. Chicago: American Education Research Association.
National Population Commission. (1991). Census Report. Abuja: NPC.
Nazzal, A. (2002). Peer-tutoring and at-risk students: An exploratory study. Action in Teacher Education, 24(1), 68–80.
Nekang, F. N. (2004). Effect of concept mapping on students achievement and interest in elementary probability in basic division of Cameroon. Unpublished M.Ed project University of Nigeria, Nsukka.
Newsweek Magazine Report. (2008). Interactive whiteboards enhance classroom instruction and learning. Accessed September 6, 2016, from https://m.neamb.com/professional-resources/benefits-of interactive-whiteboards.htm.
Obiunu, J. J. (2008). The effects of reciprocal peer tutoring on the enhancement of career decision making process among secondary school adolescents. Educational Research and Review, 3(7), 236–241.
Oczkus, L. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Nemark, D. E: International Reading Association. Retrieved April 29 from http://project.coe.uga.edu/epttt/index.php?title.ReciprocalTeaching.
Odikwe, J. S. (2002). Gender difference in solving chemical problems among Nigerian students. Research in Science and Technology Education, 10(2), 77–85.
Ogwo, B. A., & Oranu, R. N. (2006). Methodology in formal and non – Formal technical / vocational education. Nsukka: University of Nigeria Press.
Ojo, A. (2014). Analysis of students’ performance in core vocational/technical education courses in selected universities in south West Nigeria. A paper presented at the annual national conference of Nigerian vocational association held at University of Agriculture, Makurdi, Benue State, Nigeria.
Okebukola, P.A. (1996). Learning with concepts and knowledge maps: A meta-analysis. Retrieved from http://pok.sagebpub.com/cgi/contentl76/4/414.
Okoro, O. M. (2002). Measurement and evaluation in education. Anambra: Pacific Publishers Limited.
Olelewe, C. J., & Agomuo, E. E. (2016). Effects of B-learning and F2F learning environments on students’ achievement in QBASIC programming. Computer & Education, 103, 76–86.
Olorundare, S. (2007). Utilization of information and communication technology (ICT) in curriculum development implementation and evaluation. In D. N. Eze & N. Onyegegbu (Eds.), Information communication technology in the service of education (pp. 11–33). Enugu: TIMEX.
Oluikpe, E. N. (2004). Effects of English for academic purpose (EAP) method for the achievement of University of Nigeria education students in expository writing. Unpublished PhD Thesis, University of Nigeria, Nsukka.
Oranu, R.N. (2002). Assessment of instructional media-utilization-in-staff-training-in-the banking industry Retrieved from http://www.google.com.ng/url?Sa=t&source=web&cd=4&ved=Ocaqfjad&url=http%3a%2f%2fwww.unn.edu.ng%2fhome%2findex.php%2fdownload-document%2f78nigeria.html&ei=mwvltp3nd86e4qbbhiwada&usg=afqjcnfe_ttnxysnepnkf2bn03klezlbygon 25/08/2007.
Orji, T. C., & Ogbuanya, T. C. (2018). Assessing the effectiveness of problem-based and lecture-based learning environments on students’ achievements in electronic works. International Journal of Electrical Engineering Education, 0(0), 1–20. https://doi.org/10.1177/0020720918773983.
Ozoagu, F. O. (2007). Effect of recorded videotape instructional strategy on the academic achievement of electrical technology students of Enugu state technical colleges. M.ed thesis, Department of Vocational Teacher Education, University of Nigeria, Nsukka.
Pascarella, E. T. (2006). How college affects students: Ten directions for future research. Journal of College Student Development, 47(5), 508e520.
Poisson, C. (2000). Educational Theory. Retrieved on October 11, 2008, from http://www.bgu.ac.II/af/aloc/leartyheor:HTML.
Rebar, M. (2007). Academic acceleration in first grade using the Direct Instruction model. Cheney: Eastern Washington University.
Rittschof, K. A., & Griffin, B. W. (2001). Reciprocal peer tutoring: Re-examining the value of a co-operative learning technique to college students and instructors. Educational Psychology, 21(3), 313–331.
Ryan, R. M., & Deci, E. L. (2000). Self – Determination theory and the facilitation of intrinsic motivation, social development, and well – Being. American Psychologist, 55, 68–78.
Ryder, R. J., Burton, J. L., & Silberg, A. (2006). A longitudinal study of direct instruction effects from first through third grade. Journal of Educational Research, 99(3), 179–191.
Schuck, S., & Kearney, M. (2008). Classroom-based use of two educational technologies: A sociocultural perspective. Issues in Technology and Teacher Education, 8(4), 394–406 Available from: http://www.citejournal.org/articles/v8i4currentpractice2.pdf.
Sekaran, S. (2003). Measurement: Scaling, reliability, validity. In In research methods for business: A skill building approach. London: John Wiley.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi experimental designs for generalized causal inference. New York: Houghton-Mifflin.
Slavin, R. E. (1991). Cooperative learning in post-secondary education: Implications from social psychology for active learning experiences. A Paper presented at the annual meeting of the American Education Research Association.
Sonola, O. (2007). Current teaching methods discourage Creativity. The Punch (7 December): 36.
Sraha, E.C. (2016). Applied electricity and electronic. Ghana: pedaddo ventures.
Stanford, P. (2003). Multiple intelligence for every classroom. Intervention in School and Clinic, 39(2), 80e85.
Suha, A.M.A. (2003). Reciprocal peer tutoring effect on high-frequency sight word learning, retention, and generalization of first- and second grade urban elementary school students. A PhD Dissertation submitted to the Graduate School of the Ohio State University, United States of America.
Theraja, B. L., & Theraja, A. K. (2010). Electrical technology. New Delhi: S. Chand and Company Limited.
Theraja, B. L., & Theraja, A. K. (2013). Electrical technology. New Delhi: S. Chand and Company Limited.
Traub, R. E. (1994). Reliability for the social sciences: Theory and applications. Thousand Oaks: Sage.
Umoh, U. C. (2001). Effect of Games on the achievement and interest of junior secondary school students in Igbo-grammar. Unpublished PhD Thesis, University of Nigeria, Nsukka.
Umunadi, K. E. (2009). A relational study of students’ academic achievement of television technology in technical colleges in Delta State of Nigeria. Retrieved January 1, 2017, from http://www.scholar.lib.vt.edu/ejournals/JITE/v46n3/umunadi.html
UNESCO and ILO. (2002). Technical and vocational education and training for twenty 1st century recommendations. Paris: UNESCO.
US Department of Education (2003-2017). What is direct instruction? Retrieved from http://study.com/academy/lesson/direct-instruction-teaching-method-definition-examples-strategies.html.
Webb, N. M. (1992). Testing a theoretical model of student interaction and learning in small groups. New York: Cambridge University Press.
White, H., & Sabarwal, S. (2014). Quasi-experimental design and methods, methodological brief, impact evaluation 8. Florence: Unicef office of research.
Acknowledgements
The researchers are grateful to the Management of the University of Lagos and Yaba College of Technology for allowing their students to partake in this study. The researchers also appreciate the lecturers and students of technical/vocational education in the two institutions who agreed to be part of the study.
Author information
Authors and Affiliations
Contributions
Bakare and Orji conceived the idea that gave rise to the title, wrote the introduction and collected data for the study.
Bakare wrote the methodology.
Orji carried out the data analysis and discussion and still corresponding for the manuscript.
Corresponding author
Ethics declarations
Competing interests
I confirm that I have read Springer Open’s guidance on competing interests and have included a statement indicating that none of the authors have any competing interests in the manuscript.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Bakare, J., Orji, C.T. Effects of reciprocal peer tutoring and direct learning environment on sophomores’ academic achievement in electronic and computer fundamentals. Educ Inf Technol 24, 1035–1055 (2019). https://doi.org/10.1007/s10639-018-9808-1
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-018-9808-1