Efficacy of Peer-To-Peer Learning Strategy on English Language College Students’ Social and Academic Achievement in Oyo and Osun States, Nigeria
Students learn best when they are actively involved in the process. Regardless of the subject matter, students working in small groups tend to learn more of what is taught and retained it longer than when the same content is presented in other instructional formats. This research investigated the effect of peer-to-peer on social life and academic performance of English Language students. This study adopted a pre-test, post-test control group, quasi-experimental design, with The 2 X 2 X 2 factorial Matrix. The students were randomly assigned to be treated. Purposive sampling technique was used to select the sample. Four instruments were used for data collection and these were English Language Achievement Test (ELAT), Peer-to-peer Guide (PPG), Social life Inventory (SLI) and Direct observation. Data collected were analyzed using both the descriptive and inferential statistics. Inferential statistics included computing analysis of covariance (ANCOVA) which was used in testing the hypotheses and differences among groups, using pre-test scores as covariates. The findings form the analysis of hypothesis (H01) one revealed that there is a significant difference in the post social life between students exposed to peer-to-peer strategy and those exposed to conventional strategy (F (1.79).065 P < 05 (Ş2 = 0.739). It was recommended peer-to-peer strategy should be adopted in the teaching and learning of English language in schools, at all levels.
Keywords: Peer-To-Peer Learning Strategy, English Language, Social and Academic Achievement.