Perception of Peer-tutoring Pedagogical Approach among Undergraduate Students of Federal University of Technology, Minna.

Abstract

This study investigated the Perception of a Peer-Tutoring Pedagogical Approach Among Undergraduate Students of the Federal University of Technology, Minna. Nine schools were used in selected from the Federal University of Technology, Minna was used as the population of the study. Descriptive survey research was employed, and Undergraduate Students of the Federal University of Technology, Minna, were used as the research samples. Four research questions guided the study, and a 20-item questionnaire was used as an instrument for data collection. The questionnaire was validated by the project supervisors and test and measurement experts. The pilot study was carried out, and reliability coefficients of 0.89 were obtained for the questionnaire. Data collected from the administration of the research instruments were analyzed using descriptive statistics of Mean (X) and Standard Deviation (SD). A decision rule was set, in which a mean score of 4.0 and above was considered Agreed or Aware while a mean score below 3.0 was considered Disagreed or unperceived. Findings revealed that Undergraduates Students Perception of the Peer-tutoring Pedagogical Approach (PTPA) is unperceived by the respondents. Based on the results, it was recommended that Science students keep improving in their pedagogical approach to help them take an interest in learning abstracts topics and improve in their science subjects.