Abstract
This study examined the effectiveness of the Peer Tutoring instructional strategy in reducing students’ misconceptions and improving performance in algebra among Senior Secondary School Two (SSII) students in Sokoto State, Nigeria. A quasi-experimental design involving a non-randomized control group with pretest and posttest measures was adopted. A total of 378 students were selected from four education zones (Sokoto North, Sokoto South, Bodinga, and Yabo) using proportionate stratified and simple random sampling techniques. The experimental group was taught using Peer Tutoring, while the control group received instruction through the Demonstration Method over a period of six weeks. Data were collected using the Students’ Algebraic Performance Test (SAPT) and the 5-Tier Students’ Algebraic Misconception Level Test (5T-SAMLT), which were validated and found reliable. Descriptive statistics and independent samples t-test at 0.05 level of significance were used for analysis. Findings revealed that students initially exhibited high levels of misconceptions in algebra. However, after the intervention, students exposed to Peer Tutoring showed a significant reduction in misconceptions and achieved higher performance scores than those taught using the Demonstration Method. The originality of this study lies in the application of a structured 5-tier diagnostic instrument alongside Peer Tutoring to address algebraic misconceptions within the Nigerian context. The study concludes that Peer Tutoring is an effective, student-centered strategy for enhancing conceptual understanding and performance in algebra. It therefore recommends its integration into classroom practice to improve mathematics learning outcomes.
Keywords
Misconception, Performance, Peer Tutoring
2026-05-11
Aliyu, B. J., Hamza M., Umar Nafisa Muhammad U. N., & Ginga, U. A. (2026). Reducing Students’ Algebraic Misconceptions through Peer Tutoring Strategy in Secondary Schools, in Sokoto State, Nigeria Equity Journal of Innovative Research in Education, 3(1), 1-10: ISSN 2814-2187
Vol. 3 Issue No. 1 May 2026
Articles
Vol. 3 Issue No. 1 May 2026
/ ArticleReducing Students’ Algebraic Misconceptions through Peer Tutoring Strategy in Secondary Schools, in Sokoto State, Nigeria
Bello Jafar Aliyu
National Commission for Colleges of Education, Abuja
moyihamza@gmail.com
Moyi Hamza
National Commission for Colleges of Education, Abuja
Umar Nafisa Muhammad
Department of Science Education, Faculty of Education, Sokoto State University
Ginga, U. A
Department of Science Education, Ahmadu Bello University, Zaria