Remedial Help in Inclusive Classrooms: Gender Differences in the Enhancement of Mathematics Achievement of Students Through PAL (Peer-Assisted Learning)

Abstract

This study investigated gender differences in the effect of PAL (peer-assisted learning) on students’ mathematicsperformance in Enugu State of Nigeria. It used pre-test and post-test non-randomized control group design. Four research questions and four hypotheses guided the study. The population was SS II (senior secondary school class II) students in the state. The sample consisted of 597 students: 342 male and 255 female students. Multi-stage random sampling and purposive sampling were used at different stages. Subjects were marched 1:1high achiever: low achiever. Treatment consisted of one term of PAL which commenced after orientation to both students and guidance counselors who monitored them. Pre-test and post-test scores were obtained from school records. Students’ grades in mathematics were obtained in the term preceding the PAL term and at the end of the PAL term. Data were analyzed using means and t-test. Findings show that PAL was effective in enhancing the mathematics performance of all male and female LAS (low achieving students) but did not improve the performance of female HAS (high achieving students). The results were discussed and one of the recommendations made was that PAL be taught to student teachers on training and teachers during in-service training so that they can acquire the knowledge and use it to improve academic performance of children with specific learning disabilities, LAS as well as HAS.