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Abuja Journal of Education
EFFECTS OF CROSS-AGE TUTORING AND CHALKBOARD
LEARNING STRATEGIES ON THE ACADEMIC PERFORMANCE OF
JSS INTEGRATED SCIENCE STUDENTS IN ABUJA MUNICIPAL
AREACOUNCIL
By
DR. ORJI, NWOKEDIRIOHA.O
and
DR. EKPO, CHARLES G.
Science and Environmental
Education Department
University of Abuja. Nigeria.
Abstract
The study was conducted to find out the effects of Cross-Age tutoring and
chalkboard learning strategies on the academic performance of JSS Integrated
Science students in Abuja Municipal Area Council. A total of 240 students
participated in the study. The students were selected through simple random
sampling technique using balloting procedure. A structured test titled Students'
Achievement Test in Integrated Science (SATIS) was used to collect the data. A t-
test statistic for independent sample was used in analyzing the data. The result of
the study was that Cross-Age tutoring was very effective in facilitating students
learning in Integrated Science while chalk board learning was not very effective.
It was recommended that Cross-Age Tutoring strategy should be used in schools to
facilitate learning in Integrated Science.
Keywords: Enhancing. Academic Performance, Cross-Age, Tutoring, Learning
Strategy, Integrated Science.
Abuja Journal of Education
INTRODUCTION
Cross-Age Tutoring is a peer tutoring approach that joins students of different ages,
with older students assuming the role of tutors and younger students assuming the
role of tutee (Scott,2008). Students pairing may include older students with
disabilities with younger students with disabilities (Miller& Miller, 1995).
A teacher may structure the lesson using Cross-Age Tutoring technique and
the decision in structuring the lesson can influence students interaction with one
other's knowledge and skills (Carson,1990). In this cross age tutoring, a natural
tendency for the students to socialize with one other is created and this influences
performance in the classroom. When the students are successful, they view the
subject-matter with a very positive attitude because their self-esteem is enhanced.
This creates positive cycle of good performance, building higher self-esteem which
in turn leads to more interest in the subject and higher performance.
According to Johnson and Johnson (1989). Cross-Age Tutoring experiences
promote more positive attitude towards the instructional experiences. Ogunleye
(1993) reported that many students develop negative attitude to science learning
probably, due to the fact that teachers are unable to satisfy their aspirations or goals
and Cross-Age Tutoring serves well here.
Cross-Age Tutoring is one of the approaches to peer tutoring. Other
approaches are Peer Assisted Learning Strategy and Reciprocal Peer Tutoring.
Cross-Age Tutoring joins students of different ages with older students assuming
the role of tutors and the younger students assuming the role of tutees (Scott, 2008).
Pairing of students may include a variety of combinations such as elementary
school pupils with secondary school students, or older students with disabilities
with younger students with disabilities. Concerning chalkboard learning, the
teacher takes into account all the differences that exist in the body chemistry and
interest of the student. while teaching (Miller& Miller, 1995).
According to Wentzel (1999) Cross Age Tutoring promotes greater
academic gains than teacher instruction. This may be because students feel more
comfortable in peer instructions allowing for a more easy development of cognitive
growth and skill.
Cross-Age Tutoring is less threatening and intimidating. There are many
benefits for both the tutor and tutee in this relationship. One aspect of this is that
the tutor can establish rapport with the tutee in a way that the teacher cannot.
Because the tutor is seen by the tutee as being more educated than their own level,
advice given by the tutor may be accepted more readily than advice from a teacher
(Wentzel,1999).
Another key reason why Cross-Age Tutoring is less threatening and
intimidating is that the tutor does not give grade on paper, whereas a teacher
serving as a tutor may be perceived as someone who grades papers. Cross-Age
Tutoring has a powerful influence on academic achievement and motivation (Light,
1999,Steinburg, Dornburch & Brown, 1992). Socialization is an experience that
occurs during Cross-Age Tutoring, which can benefit both the tutor and tutee by
motivating students to learn and increase their social standing among peers. (Fuchs,
Marthes & Martinez, 2002). When students understand the benefits of Cross Age
Tutoring, and they have tools to become effective tutors and tutees, they make
greater progress than those who are not given any instruction on how to work
together (Fusch, Hamlétt, Philips, Karns & Dutka, 1997). Tutors become models of
appropriate behaviors, organizing work, asking questions, demonstrating self
management, encouraging social interaction and facilitating better study habits,
(Gaustad, 1993, Cohen, 1986, Miller & Miller, 1995).
This study was interested in a combination of Junior secondary 111 serving
the role of Tutors and Junior secondary 11serving as Tutees.
Statement of the Problem
It is no longer news in Nigeria that students perform very poorly in the Integrated
Science and by extension the Sciences in general. This has been attributed to poor
teaching methods, unqualified teachers, poor students' attitude toward sciences,
text books, poor learning environment and gender effect (lvowi, 1997). The claim
by scholars to the effect that Cross-age Tutoring has obvious advantages over and
above other teaching methods cannot be accepted without subjecting it to test. The
study therefore was set out to investigate the effect of Cross-Age Tutoring and
chalkboard learning strategies on the academic performance of JSS Integrated
Science students in Abuja Municipal Area Council.
Purpose of the Study
The study was aimed at investigating the academic performance of students
in Integrated Science, using Cross-Age tutoring vis-à-vis chalkboard teaching
strategies. It is aimed at determining if there was a difference in the academic
performance of students who had been taught with Cross-Age Tutoring and chalk
board learning strategies.
Hypothesis
There is no significant difference between the mean-scores of students who
have been taught with Cross-Age Tutoring and those taught with chalkboard
teaching strategies.
Research Method
The study adopted quasi- experimental design. The design was adopted
because of its manipulative nature.
Population of the Study
All junior secondary three (JS III) students in the co-educational secondary schools
in Abuja Municipal Area Council formed the population for the study.A total of
1021 students.
Sample Size Sampling Procedures
A total of 10 schools were randomly selected. In each of the schools, 20
students from JSS III were chosen using simple random sampling. First and second
most senior students in JS3 in each of the schools were chosen to serve as Tutors to
teach the students using Cross-Age and chalkboard method respectively.
Validity and Reliability of Instruments
The instrument was taken to two Integrated Science Teachers who read
through the items, and checked for content validity and reliability. Their
suggestions were built in before the final production of the students' achievement
test in Integrated Science and subsequent administration of the test. A Student
Achievement Test in Integrated Science (SATIS) was administered and the scores
were collated. The reliability coefficient was found to be 0.78, using Pearson
Product Moment Correlation Coefficient (r). The purpose was to obtain data on the
test characteristics.
Method of Data Collection
Teacher quality variable was controlled in the study by using the first and second
most senior students in Js 5 to teach the themes to their respective students. They
taught them these themes for one term: You and Energy which include;
1. Work, energy and power.
2. Simple machines (Wheel and Axe).
3. Simple machine (The screw and thread).
4. Simple machine (gears).
5. Efficiency of Simple machines.
6. Kinetic energy.
They were taught how to teach these themes using their various strategies. They
were provided with well written lesson notes on the themes. Before the teaching
started, a pre-test was given to the two groups of students. This was to find out the
extent of what the students knew about the concepts they were to be exposed to.
All the students were taught the themes using the same content outline, but with
only two different Learning strategies: Cross-Age tutoring and chalk board
learning method. The themes were taught for one term and SATIS was
administered. The t-test statistic was used in testing the hypothesis formulated at
P<.05 alpha level.
Results
At the end of the teaching, the same test (SATIS) was administered to the students
(200 of them). t-test for independent samples was used to test the hypothesis. The
formula for the t-test
t1 – t2
is t = NƩY2 (ƩY1)2 +N2ƩY2 2 (ƩY 2)2
1N1 -N2
N1 + N2 - 2
1 1 __
N1 + N2
Where Y1=mean of experimental group
N1 = Size of experimental group
Y21=sum of squared scores of experimental group
Y1]2= squared of the sum of scores of experimental group.
The subscript 2 refer to two groups.
Y2 refer to those of control group.
Ho There is no significant difference between the mean-score of students who
have been taught with Cross Age Tutoring and those taught with chalkboard
teaching strategy.
Table 1: t-test table
Groups N Y ƩYD Calculated Critical 1(a=05)
Experimental 100 63.93 428497238 5.81 1.980
Group
Control 100 41.39 186721
Table I, revealed that the calculated t (11.93) was greater than the critical 1(1.98)
for degree of freedom (df) = 238 at a =0.05 level. Since the t-calculated was greater
than the t-table, the null hypothesis was rejected. It was concluded that there was a
significant difference in the mean-scores of the two groups of students who have
been taught with Cross-Age tutoring and chalkboard learning strategies.
Comparing the mean-scores of the students in the pre-test and posttest, it was
observed that the students performed better at the post-test which was believed to
be as a result of the treatment.
Discussion of Results
Then mean-scores of the two groups of students are: Experimental group= 63.93
while control group= 41.39. This showed that the experimental group performed
better than the control group.This result was in line with the findings of Light 1999
Steinburg. Dornburch and Brown, 1992, who found that Cross-Age tutoring has
powerful influence on academic achievement of students. Again, Johnson and
Johnson, 1989, opined that cross age tutoring experiences promote positive attitude
towards instructional experiences.The use of Cross-Age tutoring will help to make
learning meaningful. Learning can only be meaningful when the students can recall
what is taught and can apply them at any time.
Cross-Age tutoring is time consuming in terms of selecting and matching the
students' ages. However, if this strategy is continuously used by Integrated Science
teachers, it will soon become part of teachers and students, making the teaching
more purposeful and exciting. This, it is hoped, will help to produce the much
desired result in Integrated Science. This higher performance using Cross-Age
tutoring may be due to the novelty of the approach.
Conclusion
The result of this study showed that cross-age tutoring is more effective in
enhancing students' academic performance in integrated science than chalkboard
learning strategies. The use of Cross-Age tutoring enabled the students to
understand and enjoy their lessons.
Recommendations
The following recommendations were made based on the findings:
(i) Integrated Science teachers should be exposed to in-service training on Cross-
Age Tutoring, to enable them acquire the skills needed in its use.
(ii) Integrated Science teachers should adopt Cross-Age tutoring in order to
enhance student's performance in Integrated Science.
(iii) Periodical Seminars, Workshop and Conferences should be organized for
Integrated Science teachers to acquaint them with the effectiveness of Cross Age
Tutoring.
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