PERCEPTION OF PEER-TUTORING PEDAGOGICAL APPROACH AMONG GRADUATE STUDENTS OF FEDERAL UNIVERSITY OF TECHNOLOGY MINNA

Abstract

ABSTRACT 1 This study investigated the Perception of a Peer-Tutoring Pedagogical Approach Ami n eigraduate Students of the Federal University of Technology, Minna. Nine schools w use in selected from the Federal University of Technology, Minna was used as the populal o tie study. Descriptive survey research was employed, and Undergraduate Students of e eral University of Technology, Minna, were used as the research samples. Pour resea • questions guided the study, and a 20-item questionnaire was used as an instrument for d collection. The questionnaire was validated by the project supervisors and test and measurem experts. The pilot study was carried out, and reliability coefficients of 0.89 were obtained the questionnaire. Data collected from the administration of the research instruments analyzed using descriptive statistic&of Meau (X) and Standard Deviation (SD). A decision r was set, in which a mean score of 4.0 and above was considered Agreed or Aware While a mi score below 3.0 was considered Disagreed or unperceived. Findings revealed t Undergraduates Students Perception of the Peer-tutoring Pedagogical Approach (PTPA) unperceived by the respondents. Based on the results, it was recommended that Science stude keep improving in their pedagogical approach to help them take an interest in learning abstra topics and improve in their science subjects.