Effect Of Peer Tutoring On Students’ Academic Achievement In Office Technology And Mangement In Nigerian Polytechnics

Pauline Egberanmwen Ehirheme, Titus Iloduba Eze


Students of Office Technology and Management (OTM) in Nigerian polytechnics have consistently performed below expectations both academically and at work. This may be attributed to use of inappropriate instructional method. The need to improve this situation necessitated the research on effects of peer tutoring on students’ academic achievement in OTM in Nigerian polytechnics.  Using a research question to guide the study, and a null hypothesis was tested at 0.05 level of significance. A non-randomized quasi experimental research design, adopting pre-test; post-test non-equivalent control group design was used. South West Nigeria was the region of the research work with a populace of 503 National Diploma Year II (ND II) OTM students in four federal polytechnics.  Using cluster random sampling, a sample of the intact classes of 227 students from two states in the area of the study was drawn. Three OTM experts validated the “Office Technology and Management Achievement Test (OTMAT)” 100 items instrument for face and content validity. The Experts input modified some items and cancelled some which reduced 140 test items to 100 used for collecting data. Descriptive statistics of mean was used to analyze data and to respond to the research question while t-test and Analysis of Covariance were used to test the null hypothesis. Kuder-Richardson Formula 21 was adopted to establish internal consistency and reliability of the instrument which yielded a coefficient of 0.86. The research showed that Peer Tutoring Instructional Technique (PTIT) has higher positive effects on students’ academic achievement in OTM than Teacher-dominated Instructional Approach (TDIA), thus it can enhance students’ academic achievement in OTM. It was, therefore, suggested that OTM lecturers should include the use of Peer Tutoring Instructional Technique to boost learning in teaching their students.


Academic Achievement; Instructional Approach; Office Technology and Management; Peer Tutoring; Students Centred Technique

Full Text:



Adekoya, Y. M., & Olatoye, R. A. (2011). Effect of demonstration, peer-tutoring and lecture teaching strategies on senior secondary school students’ achievement in an aspect of agricultural science. Pacific Journal of Science and Technology, 12(1), 320-332.

Alegre, F., Moliner, L., Maroto, A., & Lorenzo-Valentin, G. (2020). Academic achievement and peer tutoring in mathematics: A comparison between primary and secondary education. SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage).

Alegre-Ansuategui, F. J., Moliner, L. & Miravet, L. M. (2017). Emotional and cognitive effects of peer tutoring among secondary school mathematics students. International Journal of Mathematical Education in Science and Technology, 48(8), 1185–1205.

Alzahrani, T. & Leko, M. (2018). The effects of peer tutoring on the reading comprehension performance of secondary students with disabilities: A systematic review. Reading & writing quarterly; 34, 1-17.

Boyle, E. A., Duffy, T., & Dunleavy, K. (2003). Learning styles and academic outcome: The validity and utility of versants inventory of learning styles in a British higher education setting. British Journal of Educational Psychology 73 (2), 267 – 290. (2003)

Ehirheme, P. E. & Eze, T. I. (2020). Effect of peer tutoring on students’ knowledge retention in office technology and management in polytechnics in South West, Nigeria. Advances in Social Sciences Research Journal, 7(9), 892-900. https://doi.org/10.14738/assrj.79.9148

Ehirheme, P. E. (2014). Producing global worker through business education with office technology and management (OTM) in perspective. Nigerian Journal of Business Education. (The Official Publication of the Association of Business Educators of Nigeria). 2(1) 221 – 240. October.

Essiet, D. (2017, September 13). Graduates lack job skills. The Nations. Retrieved from http://thenationonlineng.net/graduates-lack-job-skills/

Ezenwosu, S. U. & Nworgu, L. N. (2013). Efficacy of peer tutoring and gender on students’ achievement in biology. International Journal of Scientific & Engineering Research, 4 (12) 944 – 950 Retrieved from http://www.ijser.org

Fabamise, O. (2018). Experts discuss ‘lack of jobs skills’ by Nigerian graduates. Leadership. Retrieved from https://leadership.ng/2018/05/01/experts-discuss-lack-of-jobs-skills-by-nigerian-graduates/

Federal Republic of Nigeria, (2013). National policy on education (6th Edition). Yaba NERDC Press.

Hickey, A. J., & Flynn, R. J. (2019). Effects of the TutorBright tutoring programme on the reading and mathematics skills of children in foster care: A randomised controlled trial. Oxford Review of Education, 45(4), 519–537.

Huy, P. Q. (2009). Vietnam chamber of commerce and industry’s role in vocational training. Linking Vocational Training with the Enterprises: Asian Perspective. Germany: InWEnt – Internationale Weiterbildung and Entwicklung gGmbH

Kompa, J. S. (2012). Disadvantages of teacher-centered learning. Retrieved from https://joanakompa.com/2012/06/25/the-key-disadvantages-of-teacher-centered-learning/

Kunsch, C., Jitendra, A., & Sood, S. (2007). The effects of peer-mediated instruction in mathematics for students with learning problems: A research synthesis. Learning Disabilities Research & Practice, 22(1), 1-12.

Leung, K. C. (2019). Compare the moderator for pre-test-posttest design in peer tutoring with treatment-control/comparison design. European Journal of Psychology of Education, 34, 685–703

Muhammad, S. A., Abdullah, A. H. & Osman, S. (2020). Effect of peer tutoring strategy on students’ academic performance in a polytechnic linear algebra classroom. Journal of Advanced Research in Dynamical and Control Systems; 12(3), 415-422.

Muhammad, S. A., Abdullah, H. A., Osman, S. Ali D. F., Samah, N. A., Jumaat, N. F., Ashari, Z. M, & Kohar, U.H.A (2020) A systematic review on the impact of peer tutoring strategy in linear algebra among polytechnic students. Multidisciplinary Review Journal – Journal of Critical Reviews 6, (5), 298-305

National Board for Technical Education (2004). Office technology and management higher national diploma (HND) curriculum and course specifications. UNESCO – Nigeria Project. Retrieved from http://unesdoc.unesco.org/ images/0016/001614/161448e.pdf

National Business and Technical Examination Board (NABTEB 2019) Chief Examiners Report: Summarized 2009 to 2018 NBC/NTC May/June results for ten consecutive years. Benin City: Edo State, Nigeria. www.nabtebnigeria.org

Nwachukwu, C. F. (2001). Designing appropriate methodology in vocational and technical education for Nigeria. Nsukka: Falladu.

Ogundola, P. I. (2017). Effects of peer tutoring strategy on academic achievement of senior secondary school students in technical drawing in Nigeria. British Journal of Education, Society & Behavioural Science 19(1): 1. Retrieved from www.sciencedomain.org

Okeke, A. U. (2018). Effect of peer-tutoring technique on secondary slow learners’ acquisition of keyboarding skills in Anambra State. The Intuition, 8(1).

Okoye, A. A. (2013). Effects of peer tutoring method on students’ academic achievement in home economics. Doi:10.5901/ajis.2013.v2n5p193 Academic Journal of Interdisciplinary Studies2 (5) 193-197 MCSER-CEMAS-Sapienza University of Rome Retrieved from http://www.mcser.org/journal/index.php/ajis/article/viewFile/610/632

Oloo, E. A., Mutsotso, S. N., & Masibo, D. E. N. (2016). Effect of peer teaching among students on their performance in mathematics. International Journal of Scientific Research and Innovative Technology, 3(12), 10–24.

Omekwu, C. O. (2019). Smart school: New frontiers for education in the digital age. 5th Lecture of Faculty of Education, Ambrose Alli University, May 14. Ekpoma: SB

Omoniyi, O. J. & Elemure, B. C. (2014). Challenges of curriculum development in office technology and management in tertiary institutions. International Journal of Technology and Inclusive Education (IJTIE), 1 (3) Special Issue. Retrieved May 18, 2016 from http://infonomics-society.ie/wp-content/uploads/ijtie/published-papers/special-issue-volume-1/Challenges-of-Curriculum-Development-in-Office-Technology-and-Management-in-Tertiary-Institutions.pdf

Oviawe, J. I., (2010). Differential effects of three instructional methods on students’ performance in building technology in polytechnics in Nigeria. Unpublished PhD Dissertation of the Department of Vocational Teacher Education (Industrial Technology Education) University of Nigeria Nsukka November

Oviawe, J. I., & Ehirheme, P. E. (2020). Sprouting sustainable industrial and technological Workforce through technical vocational education and training in South-South, Nigeria

Saga B. (2013). How peer teaching improves student learning and 10 ways to encourage it. Retrieved from http://www.opencolleges.edu.au/informed/features/peer-teaching/

Shin, M., Ok, M. W., Kang, E. Y., & Bryant, D. P. (2019). Korean elementary school teachers’ implementation of mathematics instruction for students struggling to learn mathematics in inclusive settings. Journal of Research in Special Educational Needs, 19(2), 145–157.

Tella, A. (2013). The effect of peer tutoring and explicit instructional strategies on primary school pupils learning outcomes in mathematics. Bulgarian Journal of Science and Education Policy (BJSEP), 7 (1) 5-25 Retrieved from http://bjsep.org/getfile.php?id=132

Tella, J., Indoshi, F. C. & Othuon, L. A. (2010). Relationship between students’ perspectives on the secondary school English curriculum and their academic achievement in Kenya. Journal of Educational Research, (9), 382–389

Temple, T. (2013). Focusing on student success: Assessment of learning outcomes in blended environments. Paper presented at the Lilly Conference on College and University Teaching, Greensboro. NC.

Topping, K. J. (2008). Peer-assisted learning: A practical guide for teachers. Newton, Mass.: Brookline Books.

Wolfe, B. (2018). The impact of a peer-tutoring model on the academic performance of secondary students. PhD Thesis, submitted to University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4468.

DOI: https://doi.org/10.12928/joves.v4i1.4000


  • There are currently no refbacks.

Copyright (c) 2021 Universitas Ahmad Dahlan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Journal of Vocational Education Studies (JOVES)
e-ISSN: 2614-7475 | p-ISSN: 2614-7483
Organized by: Master of Vocational Education, Universitas Ahmad Dahlan
Published by: Universitas Ahmad Dahlan
Website: http://journal2.uad.ac.id/index.php/joves
Email: joves@mpv.uad.ac.id

View JOVES Stats


Lisensi Creative Commons

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.