Effectiveness of Field-Trip and Peer-Tutoring Learning Strategies on Junior Secondary School Students Achievement in Social Studies in Osun State, Nigeria

The study determined the relative effectiveness of fieldtrip and peer tutoring on academic achievement in Social Studies of junior secondary school students in Ile-Ife, Osun State. It ascertained the interaction effects of the teaching strategies and school type on the students’ academic achievement in Social Studies and finally examined the interaction effects of the teaching strategies and school location on the students’ academic achievement in the subject. The study adopted non-equivalent pretest-posttest control group design. The population for the study comprised junior secondary school students in Ile-Ife, Osun State. The sample size consisted of three hundred and two (302) students selected through multistage sampling procedure. Three hypotheses were formulated and tested. One instrument titled Social Studies Achievement Test (SSAT) was used to collect data for the study and the data collected were analysed using Analysis of Covariance (ANCOVA). The results among others, showed a significant relative effectiveness of field trip and peer tutoring on students’ academic achievement in Social Studies (F = 11.738, p<.05). The study concluded that both field trip and peer tutoring learning strategies were found as effective means of raising students’ academic achievement in Social Studies of Junior Secondary School students.

Keywords: Field-trip, Peer-tutoring, Achievement, Social Studies.