Abstract:

This research appraised the efficacy of peer tutoring in improving students’ attitude and academic retention in selected concepts in financial accounting. A non-randomized pre-test-post-test and delayed posttest control group quasi-experimental design was employed. The sample for the study was 137 students purposively selected from eight secondary schools. The experimental group was taught with PTIS, while the control group was trained with conventional lecture method by the learners’ financial accounting teachers. The data analysis shows that peer tutoring improved students’ attitude and knowledge retention in financial accounting better than the conventional lecture method. In addition to this, there was no statistically significant difference in the attitude and knowledge retention of students in financial accounting based on gender. This study concludes that peer tutoring is a resourceful instructional strategy for improving attitude and knowledge retention of students in selected concepts in financial accounting than the conventional lecture method. Several recommendations for teachers arose in this study: peer tutoring is appropriate to foster male and female students learning outcomes in financial accounting i.e. not gender-sensitive; and, future research should control for the confounding effects of self-concept and anxiety to financial accounting when instructions are delivered through peer tutoring instructional strategy.

Keywords:

Efficacy, Peer tutoring, Tutee, Attitude, Retention, Financial Accounting, Conventional Method, Secondary Schools.