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Drill-and-Practice, Peer-Tutoring Instructional Strategies and Students’ Academic Performance in Mathematics in Ikono Local Government Area

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  • UDO, Eno-obong Edet

    (Department of Mathematics Education, Akwa Ibom State University, Ikot Akpaden)

  • EDEM, Inemesit David

    (Department of Mathematics, Akwa Ibom State University, Ikot Akpaden)

  • Tommy, Aniebiet Michael

    (Department of Mathematics Education, Akwa Ibom State University, Ikot Akpaden)

Abstract

This study examined the effects of drill and practice, peer tutoring, and conventional expository instruction on junior secondary school students’ academic performance in algebra. A quasi experimental pre test post test design was employed with 259 students from six public schools in Ikono Local Government Area, Akwa Ibom State, Nigeria. The three instructional groups (drill and practice, peer tutoring, and expository) were taught the same algebra content over six weeks. The Mathematics Performance Test in Algebra (MPTA), a 20 item multiple choice instrument (KR 20 = 0.78), served as the pre test and post test. Analysis of covariance (ANCOVA), with pre test scores as the covariate, revealed a statistically significant main effect of instructional method, F(2, 255) = 573.45, p

Suggested Citation

  • UDO, Eno-obong Edet & EDEM, Inemesit David & Tommy, Aniebiet Michael, 2026. "Drill-and-Practice, Peer-Tutoring Instructional Strategies and Students’ Academic Performance in Mathematics in Ikono Local Government Area," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 10(6), pages 155-166, June.
    • Handle: RePEc:bcp:journl:v:10:y:2026:i:6:p:155-166
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