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Effects Of Cooperative Learning And Peer Tutoring Strategies On Chemistry Students’ Achievement And Retention In Redox Reaction
This study examined the effects of cooperative learning and peer tutoring strategies on students’ achievement and retention in redox reactions. Quasi-experimental design was used for the study. It was a non-equivalent pre-test post-test, post-posttest control group design. The target population was 546 SS2 chemistry students from the seven (7) public co-educational senior secondary schools. The sample for the study comprised 98 students. Simple random sampling procedure was employed to select the sample which involved three intact classes; two experimental and one control groups. Six research questions guided the study and six hypotheses tested at 0.05 level of significance. The instrument
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